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This article explores how differences in problem representations change both the performance and underlying cognitive processes of beginning algebra students engaged in quantitative reasoning. Contrary to beliefs held by practitioners and researchers in mathematics education, students were more successful solving simple algebra story problems than solving mathematically equivalent equations. Contrary to some views of situated cognition, this result is not simply a consequence of situated world knowledge facilitating problem-solving performance, but rather a consequence of student difficulties with comprehending the formal symbolic representation of quantitative relations. We draw on analyses of students' strategies and errors as the basis for a cognitive process explanation of when, why, and how differences in problem representation affect problem solving. We conclude that differences in external …