Talking Generally or Generally Talking in an Algebra Classroom

  • Talking Generally or Generally Talking in an Algebra Classroom

    Karen Koellner, Mary Pittman, Jeffrey Frykholm
    The ways in which four eighth-grade girls, each with varying levels of algebraic understanding, share ideas, debate, and gradually move toward generalizations inherent in the “Painted Cube” problem. The intent of this article is to examine how students move to progressive formalization and to provide insights into the ways that teachers can foster similar processes among their students.