Abstract
This chapter describes characteristics, determinants, and effectiveness of content representation in mathematics instruction. A characteristic feature of mathematics instruction is that its mathematical content can be represented in a variety of forms. The forms often differ widely in their complexity. Two key aspects of content representation, each captured in one variable, were selected as the foci for studying decisions about content representation. The first variable, VARIETY, was simply a count of the number of different content representations emphasized, or at least used for instruction on a given subtopic. The other aspect of content representation considered here was the relative balance in instruction on a subtopic between perceptual form representations, and symbolic form representations. Perceptual forms were those which depended on a central perceptual or iconic element. Symbolic forms were those which depended primarily on abstract and symbolic elements without the presentation of a figural element.
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