Realistic visual representations as mediators between everyday and mathematical discourses in heterogeneous classrooms

Creating effective learning environments in heterogeneous mathematics classrooms remains a persistent challenge. This exploratory study examines how realistic representations can support learners across achievement levels. Through a two-part investigation, the study first conducts an a priori analysis of two representation-oriented activities to articulate the roles of realistic representations and then explores how teachers view such roles as supporting low- and high-achieving students. The initial analysis identifies four roles of realistic representations: motivating , initiating , connecting , and applying —each mediating differently between everyday and mathematical discourses. The subsequent examination through case studies of two teachers implementing these activities in their classrooms shows that one teacher recognized motivational benefits for low-achieving students, whereas the other highlighted their value in encouraging connection-making for high-achieving students. We discuss how explicating the multifaceted roles of realistic representations can help teachers and teacher educators design more inclusive mathematics instruction. • Study explores roles of realistic representations in heterogeneous mathematics classrooms. • Context-based Visual Mediators bridge everyday and mathematical discourses. • Analysis reveals four key roles: motivating, initiating, connecting, and applying. • Teachers differed in valuing representation roles for high and low-achieving students. • Study informs teacher development for using realistic representations in diverse settings.