@misc{10481/85418,
year = {2023},
month = {10},
url = {https://hdl.handle.net/10481/85418},
abstract = {thinking in primary education. Our general research objective was to identify and
describe generalization of a 2nd grade student (aged 7–8). Specifically, we focused
on the transition from arithmetic to algebraic generalization. The notion of structure
and its continuity in the generalization process are important for this transition. We
are presenting a case study with a semi-structured interview where we proposed a
task of contextualized generalization involving the function y = x + 3. Special attention
was given to the structures evidenced and the type of generalization expressed
by the student in the process. We noted that the student identified the correct structure
for the task during the interview and that he evidenced a factual type of algebraic
generalization. Due to the student’s identification of the appropriate structure
and the application of it to other different particular cases, we have observed a transition
from arithmetic thinking to algebraic thinking.},
organization = {Funding for open access publishing: Universidad de Granada/CBUA},
organization = {EDU2016-75771-P and PID2020-113601 GB-I00, financed by the Spanish National Research Agency (AEI) and MCIN/ AEI/https:// doi.org/10.13039/501100011033},
organization = {Fellowship reference BES-2017–080124, awarded by the government of Spain},
publisher = {Springer Nature},
keywords = {Algebraic thinking},
keywords = {Functional thinking},
keywords = {Generalization},
keywords = {Structure},
title = {The Evolution from “I think it plus three” Towards “I think it is always plus three.” Transition from Arithmetic Generalization to Algebraic Generalization},
doi = {10.1007/s10763-023-10414-6},
author = {Torres González, María Dolores and Moreno Verdejo, Antonio Javier and Vergel, Rodolfo and Cañadas Santiago, María Consuelo},
}