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This paper reports on a study of the extent to which question design affects the solution strategies adopted by children when solving linear number pattern generalisation tasks presented in pictorial and numeric contexts. The research tool comprised a series of 22 pencil-and-paper exercises based on linear generalisation tasks set in both numeric and two-dimensional pictorial contexts. The responses to these linear generalisation questions were classified by means of stage descriptors as welldoi:10.4102/pythagoras.v0i66.79 fatcat:zmtt3seghzhytayzokl25t7t7a