Abstract
This article will share results from research that investigated how sixth‐, seventh‐, and eighth‐grade students who had not been exposed to formal algebraic methods approached word problems of an algebraic nature. Student use of systematic guess and check, the predominate approach taken by these students, is the focus. The goal is to consider the students' use of systematic guess and check reasoning in terms of the broadening perspective of algebra and algebraic thinking by highlighting ways in which this reasoning can provide a basis for developing some of the thinking patterns and discourse of formal algebra. Two perspectives will be highlighted: relationships among quantities and function‐based reasoning.
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