Developing algebraic notation through number patterns

Abstract

All the mathematics teachers in a Maltese secondary school were involved in setting and correcting a task involving the use of algebraic symbolization to describe number patterns in a number of their classes. A focus interview was carried out with the teachers some time after this experience. As a group, the teachers identified some very well documented difficulties that students have with the use of letters in Algebra. The work also shows that tasks of the type investigated provide teachers with contexts that they may utilize to help students make some entry points into using letters as generalized number.