Alternative Conceptions Held by Elementary School Students Surrounding Figural Patterns

• In Event: 75.061 - Roundtable Session 34
  In Roundtable Session: 75.061-7 - Investigating the Student Perspective: Assessment, College Experiences, and Instruction

Abstract

Students often encounter patterns early in school with repeating figural patterns and numerical linear and nonlinear patterns. Unfortunately figural patterns are not often emphasized beyond repeating patterns. This is a detriment to student learning because figural patterns can serve three important roles: to represent numerical patterns visually, to serve as an initial induction to the idea of variable, and to create equivalent expressions (Warren & Cooper, 2008). A newly developed and validated diagnostic assessment of algebraic thinking skills was used with a random sample of 1,745 students to investigate the alternative conceptions students possess surrounding figural patterns. Results, implications, and next steps in terms of assessment, research, and practice will be discussed.

Author

• Nicole Ralston, University of Portland