Changes and rigors in systems of mathematical representations within gifted children's problem-solving process

International audienceThe paper shows how two gifted primary school children use rules of an individual system of mathematical representations during a problem-solving task. From a research perspective, transformations within and between various representations lead to new mathematical insights and is fundamental for mathematical experiences. But which processes of using mathematical representations do primary school children go through within problem-solving? What happens descriptively before a new mathematical insight in context of representations? For this purpose, two children (3 rd grade, 9 years old) were confronted with a mathematical problem-solving task. The case of Fred and Mark shows how they develop the means of representation themselves before a new mathematical insight