Algebraic Generalisation Strategies: Factors Influencing Student Strategy Selection

This study reports on the algebraic generalisation strategies used by two fifth grade students along with the factors that appeared to influence these strategies. These students were examined over 18 instructional sessions using a teaching experiment methodology. The results highlighted the complex factors that appeared to influence student strategy use, which included: (a) input value, (b) mathematical structure of the task, (c) prior strategies, (d) visual image of the situation, and (e) social interactions with the teacher and other student. Particular combinations of these factors appeared to increase the predictability of student strategy use. However, the complex nature of the factors influencing these strategies demonstrates the challenges that exist in encouraging students to move toward more sophisticated strategies. The placement of algebra content within the mathematics curriculum has received considerable attention from educational policy-makers, professional organisations, and the research community. Rather than viewing algebra as a separate topic in secondary school courses, Kaput (1995) recommends that algebraic concepts be developed throughout the elementary and middle schoo