Non-numerical sequences and the potential of algebraic thinking in preschool students
In this article, we present analysis of interviews conducted as part of a pilot project on non-numerical (repetitive and growing) sequences among 18 four- to six-year-olds enrolled in kindergarten or preschool in two French-language schools in Ontario. We studied the components of algebraic thinking by identifying the performance levels associated with the tasks to be solved by students, as well as the errors and interfering numerical knowledge in the process of analyzing such sequences. The study allowed us to describe the preschool students’ potential in performing a task related to non-numerical sequences, and, consequently, to pinpoint elements that may contribute to or hinder the development of algebraic thinking.