Developing algebraic thinking through a generalization activity based on figurative patterns
This article proposes the use of a generalization activity based on figurative patterns. The activity was inspired by a model that incorporates a structuring of reasoning processes based on the Dörfler model (1991), in close interaction with a structuring of symbolizations according to a chain of meaning. Next, the article examines the reasoning and symbols used by early secondary-school students during this activity. The initial results attest to the students’ ability to produce a wide variety of means of generalization, expressed formally or informally. They also uncover that some students significantly struggle with the use of algebraic symbols, even when familiar.