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
CountrySingapore
CitySingapore
Period17/07/1722/08/17
Internet address

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