Abstract: Karmiloff-Smith’s theory of Representation Redescription suggested that representation redescription was an important way to gain knowledge. In order to explore whether practice could offer the chance of representation redescription so that the levels of representation experiences changed accordingly. Twenty-nine children from the grade 1 of a primary school were asked to solve the task of digital combination. The result showed: (1) in the context of practice, for about half of children the representation developed rapidly from implicit level to explicit level, while for the others the presentation didn’t change any more; (2) the paths of the change of representation were not completely consistent with Karmiloff-Smith’s hypothesis that the paths were from procedural to meta-procedural phase and then to conceptual phase, and there were some other possible paths of development; (3) the representation obtained in the context of practice was limitedly flexible, that was to say, it could transfer to the near problems, but it was difficult to transfer to the far problems

Key words: representation level, knowledge construction, microgenetic method