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dc.contributor.authorUreña, Jason
dc.contributor.authorRamírez Uclés, Rafael 
dc.contributor.authorMolina González, Marta 
dc.contributor.authorCañadas Santiago, María Consuelo 
dc.date.accessioned2022-10-24T07:11:16Z
dc.date.available2022-10-24T07:11:16Z
dc.date.issued2022
dc.identifier.citationUreña, J., Ramírez, R., Molina, M. y Cañadas, M. (2022) Generalisation strategies and representation among last-year primary school students. International Journal of Mathematical Education in Science and Technology, 1-21 https://doi.org/10.1080/0020739X.2022.2058429es_ES
dc.identifier.urihttps://hdl.handle.net/10481/77489
dc.description.abstractRecent research has highlighted the role of functional relationships in introducing elementary school students to algebraic thinking. This functional approach is here considered to study essential components of algebraic thinking such as generalization and its representation, and also the strategies used by students and their connection with generalization. This paper jointly describes the strategies and representations of generalisation used by a group of 33 sixth-year elementary school students, with no former algebraic training, in two generalisation tasks involving a functional relationship. The strategies applied by the students differed depending on whether they were working on specific or general cases. To answer questions on near specific cases they resorted to counting or additive operational strategies. As higher values or indeterminate quantities were considered, the strategies diversified. The correspondence strategy was the most used and the common approach when students generalised. Students were able to generalise verbally as well as symbolically and varied their strategies flexibly when changing from specific to general cases, showing a clear preference for a functional approach in the latter.es_ES
dc.description.sponsorshipThis study was developed within the Spanish projects of Research and Development with reference codes EDU2016-75771-P and PID2020-113601GB-I00, financed by the Spanish Ministry of Economy and Competitiveness. This work is part of the doctoral studies of the first author supported by Universidad de Costa Rica.es_ES
dc.language.isoenges_ES
dc.subjectAlgebraic thinkinges_ES
dc.titleGeneralisation strategies and representation among last-year primary school studentses_ES
dc.typejournal articlees_ES
dc.rights.accessRightsopen accesses_ES
dc.identifier.doihttps://doi.org/10.1080/0020739X.2022.2058429
dc.type.hasVersionSMURes_ES


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