Exploring students' approaches and success with growing pattern generalization at years 7 to 12

Although figural growing pattern generalisation is one approach advocated for developing students’ conceptions of a function, there is more to learn about how students’ choice of approach and success in reaching a full algebraic (symbolic) rule might develop over time as they experience other representations and concepts in algebra. This paper discusses an investigation of 215 Australian students’ responses to a pattern generalisation task to provide insight into their development across Years 7 to 12. Implications for secondary school teaching approaches are discussed.