Over the last several centuries, mathematicians have developed sophisticated symbol systems to represent ideas often imperceptible to their five senses. Although conventional definitions exist for these notations, individuals attribute their personalized meanings to these symbols during their mathematical activities. In some instances, students might (1) attribute a non-normative meaning to a conventional symbol or (2) attribute viable meanings for a mathematical topic to a novel symbol. This dissertation aims to investigate the relationships between students’ meanings and personal algebraic expressions in the context of one topic: infinite series convergence. To this end, I report the results of two individual constructivist teaching experiments in which first-time second-semester university calculus students constructed symbols (called personal expressions) to organize their thinking about various topics related to infinite series. My results comprise three distinct sections. First, I describe the intuitive meanings that the two students, Monica and Sylvia, exhibited for infinite series convergence before experiencing formal instruction on the topic. Second, I categorize the meanings these students attributed to their personal expressions for series topics and propose symbol categories corresponding to various instantiations of each meaning. Finally, I describe two situations in which students modified their personal expressions throughout several interviews to either (1) distinguish between examples they initially perceived as similar or (2) modify a previous personal expression to symbolize two ideas they initially perceived as distinct. To conclude, I discuss the research and teaching implications of my explanatory frameworks for students’ symbolization. I also provide an initial theoretical framing of the cognitive mechanisms by which students create, maintain, and modify their personal algebraic representations.