Generalization in interactive groups. An experience within a functional context in early algebra

Abstract

In this study, we analyze the generalization process carried out by 9- and 10-year-old students working on two linear function tasks in interactive groups (IG). Among the findings, we observe that students show different structures for the same function and generalize in three different ways: algebraically, arithmetically and incipiently. In addition, we observed that the work with IG favors argumentation and explanation by the students, facilitating the attainment of generality.