Using graphical representations to develop students’ correspondence relationships and covariational thinking in pattern generalizations in primary school

HIGHLIGHTS

• What: This Article reports on an intervention where possibilities and limitations were studied when students used different representations to develop functional thinking while working with pattern generalizations. Using graphs to create an understanding of functional thinking in pattern generalizations clarifies the aim of this study, which is to explore and exemplify how teachers and students in the last year of primary school communicate pattern generalizations and functional thinking when using different representations. At the time this study was conducted, there was an on-going debate about the content of the primary school curriculum, which resulted in a . . .
  

   

  

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