More Than Aesthetics: Using Colors to Create Meaningful, Lasting Connections Across Representations

Source abstract

The use of multiple representations is a well-established principle of effective mathematics instruction, and decades of research have emphasized the importance of helping learners make connections among symbolic, visual, verbal, contextual, and physical representations of mathematical ideas. While the value of connected representations is widely recognized, less attention has been given to practical strategies for making those connections explicit and visible to learners. This article explores the use of color-connected representations as a tool for highlighting mathematical correspondences across multiple representations of the same concept or procedure. Through examples drawn from elementary mathematics content and teacher preparation courses, color-connections are presented as a flexible and durable alternative to more ephemeral forms of connection-making such as pointing, gesturing, or verbal explanation. The article describes how color-connected representations are introduced and developed within a two-semester mathematics sequence for preservice elementary teachers and discusses both the benefits and limitations of the approach, including accessibility considerations for color-blind learners. By making relationships among representations more apparent, color-connected representations may support deeper mathematical understanding while also providing future teachers with a practical strategy for helping students connect mathematical ideas.