Choice of representations in combinatorial problems

Abstract

This paper is based on classroom sessions where Norwegian 9-year-old (Grade 4) children work on combinatorial problems. The classroom sessions are part of a four-year long research project where the topic of multiplicative structures was central. I will investigate to what extent the pupils recognise the combinatorial problems as multiplicative and identify possible connections between the semiotic representations chosen in the solutions and in the formulation of the problems.