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Middle school students' patterning performance on semi-free generalization tasks
2016
Journal of Mathematical Behavior
This longitudinal study empirically addresses the issue of structure construction and justification among a class of US seventh and eighth-grade Algebra 1 students (mean age of 12.5 years) in the context of novel semi-free pattern generalization (PG) tasks before and after a teaching experiment that emphasized a multiplicative thinking approach to patterns. We compared the students' PG responses before and after the experiment and found that (1) one source of variability in their abduced
doi:10.1016/j.jmathb.2016.05.002
fatcat:d6vi7nneynenji66gnrwzohybi