Impact of context and representation on year 10 students' expression of conceptions of rate

Rate is an important, but difficult mathematical concept. More than twenty years of research, especially with calculus students, report difficulties with this concept. This paper reports on an alternative analysis, from the perspective of multiple representations and context, of interviews probing twenty Victorian Year 10 students’ conceptions of rate. This analysis shows that multiple representations of functions provide different rate-related
information for different students. Understandings of rate in one representation or context are not necessarily transferred to another representation or context.