Since the 1990s, researchers have increasingly drawn attention to the multiplicity of representations used in science. This issue of "RISE" advances this line of research by placing such representations at the centre of science teaching and learning. The authors show that representations do not simply transmit scientific information; they are integral to reasoning about scientific phenomena. This focus on thinking with representations mediates between well-resolved representations and formal reasoning of disciplinary science, and the capacity-limited, perceptually-driven nature of human cognition. The teaching practices described here build on three key principles: Each representation is interpreted through others; natural language is a sign system that is used to interpret a variety of other kinds of representations; and this chain of signs or representations is ultimately grounded in bodily experiences of perception and action. In these papers, the researchers provide examples and analysis of teachers scaffolding students in using representations to construct new knowledge, and in constructing new representations to express and develop their knowledge. The result is a new delineation of the power and the challenges of teaching science with multiple representations.