Analysis of Students' Reasoning when Solving an Algebraic Generalisation Activity

Marouane  Moukhliss; Zarhouti Mohamed  Khalil; Mohamed  Latifi; Said  Abouhanifa; Naceur  Achtaich

doi:10.36941/ajis-2025-0029

Authors

Marouane Moukhliss Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco; Higher School of Education and Training of El Jadida, Chouaib Doukkali University, El Jadida, Morocco
Zarhouti Mohamed Khalil Laboratoire interdisciplinaire des recherches, Sciences, éducation et formation (LIRSEF), ESEF, Berrchid, Université Hassan 1er, Settat
Mohamed Latifi Center of Training Education’ Inspectors, Rabat, Morocco; Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco
Said Abouhanifa Centre Régional des Métiers de l’enseignement et de la Formation (CRMEF), Settat, Morocco
Naceur Achtaich Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco

DOI:

https://doi.org/10.36941/ajis-2025-0029

Keywords:

Reasoning, algebraic thinking, generalisation, symbolisation, figurative patternReasoning, algebraic thinking, generalisation, symbolisation, figurative pattern

Abstract

The aim of this study is to analyse how Moroccan pupils in the sixth year of primary school (11-12 years old) and the first year of secondary school (12-13 years old) use their reasoning and symbols to solve a task based on figurative regularities. The proposed activity was structured and analysed according to Dörfler's model (1991), integrating reasoning processes based on this model. The results of this analysis were used to identify students' predispositions and potential for solving this type of task, as well as the different types of symbolisms used before and after their introduction to algebra.

Received: 7 June 2024 / Accepted: 24 February 2024 / Published: 02 March 2025