The rationale for this ST is that representations of mathematical concepts, objects, and processes play a key role in mathematics teaching and learning. Representations can be, e.g., physical, verbal, symbolic, tabular, diagrammatic, and figurative. Representations can be real or mental, and include visualisation.

The task of this ST is to identify, survey, and review progress in research and development concerning mathematical representations at all levels of mathematics education, with an emphasis on contributions made within the last decade or so.