The aim of this study is to determine the representation preferences (numerical, model, number line and verbal) of the sixth-year students for the addition and subtraction of fractions and to reveal their successes in their preferences. This research has been conducted as a case study. The study group consists of 59 students, 31 of whom are boys and 28 of whom are girls, who are in the sixth grade of three junior high schools affiliated to MoNE in the city of Kastamonu. A purposeful sampling selection method was used to select participants. The data were collected by " Multiple Representations in Fraction Operations Test " and analyzed in accordance with predefined transition criteria. Representation preferences of students and interpretations of their success in their preferences were presented through descriptive statistics (percentage and frequency). While model representations take the first place in preferences, verbal representations are the least preferred type of representation. When students performances in the representations are examined, the most successful representations of students in addition and subtraction of fractions are numerical and model representations. On the other hand, it has been seen that the achievement status of students in the verbal and numerical representation types is considerably low.
Key words: Multiple representations, adding and subtracting fractions, middle school mathematics education, representation preferences.
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