Exploring students' approaches and success with growing pattern generalization at years 7 to 12

Karina Joyce Wilkie, Michal Ayalon

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    Abstract

    Although figural growing pattern generalisation is one approach advocated for developing students’ conceptions of a function, there is more to learn about how students’ choice of approach and success in reaching a full algebraic (symbolic) rule might develop over time as they experience other representations and concepts in algebra. This paper discusses an investigation of 215 Australian students’ responses to a pattern generalisation task to provide insight into their development across Years 7 to 12. Implications for secondary school teaching approaches are discussed.
    Original languageEnglish
    Title of host publicationProceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education
    EditorsBerinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy
    Place of PublicationSingapore
    PublisherInternational Group for the Psychology of Mathematics Education
    Pages329-336
    Number of pages8
    Volume4
    ISBN (Electronic)9789811137426
    ISBN (Print)9781387136131
    Publication statusPublished - 2017
    EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2017 - National Institute of Education, Singapore, Singapore
    Duration: 17 Jul 201722 Aug 2017
    Conference number: 41st
    http://math.nie.edu.sg/pme41/

    Conference

    ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2017
    Abbreviated titlePME 2017
    Country/TerritorySingapore
    CitySingapore
    Period17/07/1722/08/17
    Internet address

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