Abrahamson, D. (2006). Mathematical representations as conceptual composites: Implications for design.

In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.),Proceedings of the [Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 464-466). Universidad Pedagógica Nacional, Mexico.

Positing that mathematical representations are covert conceptual composites, i.e., they implicitly enfold coordination of two or more ideas, I propose a design framework for fostering deep conceptual understanding of standard mathematical representations. Working with bridging tools, students engage in situated problem-solving activities to recruit and insightfully recompose familiar representations into the standard representation. I demonstrate this framework through designs created for studies in three mathematical domains.