The genesis of algebraic thinking: Macro-analysis of an experimental instruction sequence in primary school
This article presents a retrospective analysis of an experiment conducted with students 6–8 years old in Quebec over a three-year period. Inspired by the works of Davydov, we designed written problem-solving activities with a simple additive structure to enable students to model relationships between quantities and help them develop their mathematical reasoning. The teachers trained in the context of this experiment held several manipulation, modelling and solving activities with the students to give them a better chance at successful problem-solving. Our retrospective analysis of the experimental interventions during this initiative helps clarify certain theoretical elements to take into account when it comes to developing algebraic reasoning in students.