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The aim of this study is to analyse students’ skills to construct representations (namely numerical, model, number line and verbal) by examining the transitions between the representations involved in addition and subtraction operations. This research has been conducted as a case study. The study group consists of 59 students. The data were collected through "Multiple Representations in Fraction Operations Test" and analysed in accordance with predefined transition criteria. According to research findings, students performed better in addition operation compared to subtraction operation. In addition, students were more successful in numerical-numerical, model-model, model numerical, and numerical-model transitions compared to other transitions in both operation types. Analysis of students’ representation skills turns out that students make mistakes at every step in their representation transitions.
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