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 language | English |
|---|---|
| Title of host publication | Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education |
| Editors | Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy |
| Publisher | International Group for the Psychology of Mathematics Education |
| Pages | 329-336 |
| Number of pages | 8 |
| Volume | 4 |
| ISBN (Print) | 9781387136131 |
| State | Published - 2017 |