Abstract
In clinical interviews, grade 7 students of average abilities worked out some problems on the topic of fractions; the problems were given to the children in different forms of representation. From the examples it is illustrated that, even if children are dealing with similiar exercises and even if they had been taught in the same way, their mathematical thinking might be quite different. The differences in the children’s behavior seem to come from differences in the internal representation of their knowledge of the concepts and procedures.
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