Abstract
This chapter presents the results of a longitudinal investigation on the emergence of symbolic algebraic thinking in young students in the context of sequence generalization. The investigation rests on a characterization of algebraic thinking based on its analytic nature and a careful attention to the semiotic systems through which students express the mathematical variables involved. Attention to the semiotic systems and their interplay led us to identify non-symbolic and symbolic (alphanumeric) early algebraic generalizations and the students’ evolving intelligibility of the variables and their relationships, and mathematical sequence structure. The results shed some light on the transition from non-symbolic to symbolic algebraic thinking in primary school.
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