CERME10: Thematic Working Group 24 Representations in Mathematics Teaching and Learning Leader: Elisabetta Robotti (Italy), [email protected] Co-leaders: Anna Baccaglini-Frank (Italy), Torsten Fritzlar (Germany), Gérard Sensevy (France). Scope and focus of the TWG 24 Representations of mathematical concepts or mathematical objects are an “integral part of the doing of mathematics” (Presmeg, 2002) and thus an important part of teaching and learning mathematics. Accordingly, representation has been a crucial topic in research (for instance, in PME groups, in a special issue of ESM, in a special issue of ZDM, in ICME 13 in 2016). For these reasons a Thematic Working Group has been devoted to representation. Here the term representations refer to thinking tools for doing mathematics encompassing graphs, tables, diagrams, formulas, symbols, texts, concrete models, and, in a broader sense, even gestures, videos, sounds etc. Representations can be related to Duval’s registers (1999) or to visualization, defined by Arcavi (2003) as “the ability, the process and the product of creation, interpretation, use of and reflection upon pictures, images, diagrams, in our minds, on paper or with technological tools, with the purpose of depicting and communicating information, thinking about and developing previously unknown ideas and advancing understandings.” Therefore, this working group welcomes papers from a variety of different theoretical approaches and methodological frameworks. Call for papers and poster proposals In TWG 24 we invite papers addressing (but not necessarily limited to) questions such as the following1:  What aspects of the use of different types of representation, imagery and visualization are effective in mathematical problem solving at various levels?  What are the roles of gestures, as particular types of representations, in mathematical visualization?  What conversion processes are involved in moving flexibly amongst various mathematical registers of representation, including those of a visual nature?  How can teachers help learners to make connections between visual and symbolic representations of the same mathematical notions (mathematical object)?  How may the use of representations facilitate or hinder the reification of processes as mathematical objects?  How may the affect generated by uses of representations be harnessed by teachers to increase the enjoyment of learning and doing mathematics?  How do representational aspects (visual, auditory, haptic…) of computer technology change the dynamics of the learning of mathematics?  What might be the components of an overarching theory of visualization for mathematics education?  How a representational system can be learned in the teaching-learning process?  What role representations play in the building of relationships between the abstract and the concrete? Papers and poster proposals should use the CERME template, and conform to the guidelines for authors as outlined on the CERME 10 website. CERME10 uses a submission website. An author submits a paper on the w ebsite (uploading it as a .doc or .docx file, and providing the required information, in particular the TWG n umber). Reviews and decisions Each paper will be peer-reviewed by two persons from among those who submit papers to this TWG. Please expect to be asked to review up to two papers yourself. The group leaders will decide about the acceptance of posters. Important dates  15th September 2016: Initial submission by authors on the online submission system.  2nd November 2016: Preliminary decisions on papers sent.  10th November 2016: Preliminary decisions on posters sent.  24th November 2016: The authors send a revised version if needed.  5th December 2016: Final decisions sent.  12th December 2016: Final version uploaded on the online submission system.  13th January 2017: Papers available on CERME 10 website.

1 inspired by a list put forth by Presmeg (2006)