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.
|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|
|Number of pages||8|
|State||Published - 2017|