Representations and translations between them are central in mathematics education. For example, in the NCTM standards it is emphasized students need to be able to “select, apply, and translate among mathematical representations to solve problems” (NCTM 2000, p.67). A variety of research studies have contributed to the knowledge about translations the last decades. This variety is both an asset and an obstacle when this research is used to implement new strategies in the school practice or as a base to plan new research studies. To enable an accumulation of the emerging knowledge there is a need to categorize studies that focus on similar questions and that conceptualizes translation similarly. The current paper suggests some classifications that such a categorization can be based on in an emerging framework.