In this study, it is aimed to examine the preservice teachers' using the multiple modal representation types and their opinions about the use of modal representation types in the teaching process. A total of 188 preservice teachers, in Science Education and Mathematics Education, participated in the study. Preservice science teachers prepared "Force and Movement; Preservice mathematics teachers prepared 3 questions on "Functions". In addition, a questionnaire that will reveal their about perception of modal representation was applied. As a result of the descriptive content analysis, it has been observed that the questions are at cognitive remembering, understanding and applying levels according to Bloom's taxonomy. Participants focused on text and mathematical expressions in their questions. In addition, it is noteworthy that participants do not use the mods, such as drawings, graphics, diagrams, which they consider most important and that they think they can use effectively in the teaching process. Participants stated that the use of mod facilitates the comprehension, understanding, and concretization intengible concept of students, increases the interest in the lesson.

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The aim of this study is to present the views of 5th-grade students who participated in the study about writing to learn (WL) activities, and the use of multi-modal representations (MMR) embedded WL activities. Quasi-experimental design as the quantitative research method and semi-structured interviews as the qualitative method were adopted in the study. Experimental and control groups were randomly selected. Instructions were distributed to help students for WL activities. The most basic discrepancy between the distributed instructions was the request of using MMR for the students in the experimental group. Except for this difference, all criteria in instructions are the same for both groups. End of the units, students explained units to their peers with WL activity. Semi-structured interviews were conducted with 12 volunteer students from six experimental, six control groups about writing activities. In these interviews, statements were coded, themes were identified. These themes; "use of representation," "writing activity", "benefits to the student," and "desire to do homework again." The students who participated interview stated that they were learning by doing WL and planning before writing. Unlike the control group, experimental group students stated that using MMR was embedded in WL activities to help them define representations and provide clarity and meaning.

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