The study aims at throwing light on the nature and the contribution of systems of representations, and students‟ preferences, beliefs about the use of representations in the learning of mathematics. The participants will be second year senior secondary school student age 17 to 19 and Simultaneous Linear Equations in Two Variables as described in the school curriculum and textbook use for this level will be the focus.
A Representation Preference Test based on the curriculum and the textbooks use in the school will be administered to students. Furthermore insights into selected students/teachers responses and experiences will be gathered through task-based interviews. A Likert-type questionnaire will be use in measuring students ‟ beliefs about the use of different types of representations. Selected Students will be interviewed on which factors they will consider in selecting a particular representation in case they are to solve the given problems. To determine whether these representation variables worked together in forming a broader understanding of student‟s choice of specific method. Data will be analyzed using descriptive methods, regression methods, and factor analysis.The research will try specifically to address the following issues;

• Whether students have preferences for particular representations and the degree to which these preferences are related.
• The extent to which preferences for particular representations are affected by the availability of other representations.
•  How students‟ self-efficacy beliefs about different representations affect their ability to use a multiple representations.
• Are students‟ beliefs about mathematics and mathematics learning correlated with their belief about and the preference for specific representation?
•  How teachers‟ beliefs about different representations affect their ability to implement and encourage students to use a variety of representations in their problem solving

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