### Abstract

**Background:**

Using multiple representations of a problem can reveal the relationship between complex concepts by expressing the same mathematical condition differently and can contribute to the meaningful learning of mathematical concepts. The purpose of this study is to assess the performances of mathematics teacher-candidates on trigonometry problems represented in different formats and to examine the reasons for test failures.**Materials and methods:**

This study uses a mixed-method approach and consists of 51 teacher-candidates enrolled in the Department of Mathematics Education at a state university. The data collection tools were a symbolic trigonometry test, a visual trigonometry test, and a verbal trigonometry test. Interviews were conducted with the teacher-candidates to reveal the reasons of their failures and the advantages and disadvantages of each representation style for the trigonometry problems.**Results:**

This study found that the teacher-candidates were most successful on the symbolic test and least successful on the verbal test.**Conclusions:**

The teacher-candidates stated that seeing different representation forms helped them to understand the questions better and produce multiple solutions.

### License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 11, Issue 6, 2015, 1379-1397

https://doi.org/10.12973/eurasia.2015.1396a

Publication date: 29 Sep 2015

Article Views: 3072

Article Downloads: 2191

Open Access References How to cite this article