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Representation plays a paramount role in mathematics instructions since it facilitates students' model of the problem situations to the construction of formal knowledge. This article seeks to reflect on the use of multiple pictorial representations in supporting students' understanding of fractions division in primary schools. Theoretically, each representation has unique characteristics in terms of determining the whole, equal parts, and fractions. The empirical reflections reveal that working with different representations is affected by the contexts and the characteristics. When dealing with a cake context, which is a typical area model, for example, in order to translate it to other representations, the students are challenged to embrace the different characteristics. The implication of the findings will be discussed to shed light on instructional practices in primary classrooms.

Multiple representations; Pictorial; Fractions division