Generalization of patterns: the tension between algebraic thinking and algebraic notation

By Rina Zazkis, Peter Liljedahl. 2002

224 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ddea38225a5a2b1d5f697253a1a007ea0ffca06b

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Citations in the corpus

What Is a Pattern? Criteria Used by Teachers and Young Children (2012, background): “Zazkis and Liljedahl (2002) also emphasized that what constitutes mathematical usefulness is based on the perceiver and is not intrinsic to the image.”
Handbook of research on the psychology of mathematics education: past, present and future (2006, background): “Research involving the preservice teacher of algebra has inquired into, for instance, the role of beliefs and attitudes (e.g., Vermeulen, 2000), as well as the nature of the content knowledge of the preservice trainee (e.g., Zazkis & Liljedahl, 2002; Presmeg & Nenduradu, 2005).”
“Rising to the challenge”: using generalization in pattern problems to unearth the algebraic skills of talented pre-algebra students (2008, methodology): “We chose to use pattern problems because of their great potential for revealing and creating algebraic knowledge (Amit and Neria 2007; English and Warren 1998; Kerbs 2003; Stacey 1989; Zazkis and Liljedahl 2002).”
Towards a methodology for the characterization of teachers´ Didactic-Mathematical knowledge (2015, background): “Zazkis and Liljedahl (2002), for example, state that “patterns are the heart and soul of mathematics” (p.”
Understanding Primes: The Role of Representation. (2004, background): “The study reported in this article is part of ongoing research on the learning of elementary topics in number theory by preservice elementary school teachers (e.g., Zazkis, 1998b; Zazkis, 2000; Zazkis & Campbell, 1996a, 1996b; Zazkis & Liljedahl, 2002).”