Reprezentiranje matematičnih pojmov pri pouku matematike na razredni stopnji

Representation is primarily something that stands in place of something else. For each representation we need to define: (1) representational world, (2) world that representational world represents (hereinafter world that represents), (3) which aspects of the world that it represents, are represented, (4) which aspects of the representational world represent, and (5) the link between the world that represents and representational world. The most important activity in math class is the activity of abstract mathematical concepts’ representation. A distinction is made between internal (mental images) and external representations (environment). External representations consist of structured symbolic elements, whose role is an 'external' presentation of certain mathematical 'reality'. At math class we mainly use exact representations, graphic representations, representations of mathematical symbols, and other representations, recently especially ICT representations. In this paper, we focus on the importance of using different external representations in the process of teaching and learning mathematics. We highlight the integration of representations as a key factor in learning mathematics, which we illustrate with a model of representational mapping. Under this model, we define two concepts: understanding and signification. Students' understanding of the mathematical concept we understand as his ability to transfer between the various external representations, and the signification as his ability of handling a particular external representation. At the same time we also indicate limitations because some mathematical concepts by their nature do not allow transitions between all the different representations, but only between some