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- いおり いそみ
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4 Mason(1989, 1996) Dörfler (1991)
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6
7
8
9 - 6 -
10
11 (cf. Tatsis & Tatsis, 2012, p. 7) (cf. Tatsis & Tatsis, 2012, p. 7) /
12
13
14 (, 1986) (cf., 2010) 4
15 0 1
16 Tatsis, B., M., & Tatsis, K. (2012). Generalization in mathematics at all educational levels. Rzeszów, Poland: Rzeszów University.. (2010)., N. R. (1986). ( ). ( 1958 )
17 - 14 -
18 George Polya(, 1954; 1959 ) IPI (Individually Prescribed Instruction; cf. Erlwanger, 1973)
19 1 Frudenthal (Freudenthal, 1973 ) Erlwanger (1973) conception (Beth & Piaget, 1966) Krygowska (cf. Krygowska, 1979)
20 (, 1940, p. 3 4) 3 (, 1987) (, 1981) (, 1993) 1990 (1959)
21 (Dörfler, 1991, p. 63) Mason(1989) Dörfler (1991) Mason(1989, 1996) Mason (1989) Mason delicate shift of attention Dörfler (1991) examplehood 3 examplehood 3
22 examplehood (Freudenthal, 1978, p. 272) Mason (Tatsis & Tatsis, 2012, p. 7) Dörfler (1991) Dörfler (1991) (p. 84 ) Dörfler Aristotle
23 Dörfler (1991) (Zazkis & Liljedahl, 2002) Dörfler (1991)
24 Dörfler (1991) Piaget 1 1 Dörfler (Dörfler, 1991, p. 74 )
25 1 1 Dörfler (1991) Generalization in mathematics at all educational levels Children s Mathematics Education (CME) (Tatsis & Tatsis, 2012) 5 Part 1 2 Early Generalization
26 (Tatsis & Tatsis, 2012, pp. 3-5; ) 1 (Generalization in everyday thought processes and in mathematical contexts Vinner, 2012) Dörfler (1991) early algebra (Mamede & Soutinho, ) (Cusi & Navarra, ) (cf. Zazkis & Liljedahl, 2002)
27 (Malara, 2012, p. 65) Dörfler (1991) (Dörfler, 1991, p. 84 ) Mason (1996) (Tatsis & Tatsis, 2012) 4 ICT 5
28 Generalization in mathematics at all educational levels Educational Studies in Mathematics Generalization 4 ZDM 2008 From Patterns to Generalization: Development of Algebraic Thinking 1 ZDM
29 (1987) (1993) Dörfler (1991) (1981) (1981) (1981) (2003) 4 4 (2003),, & (2006)
30 D M M D D D D D D D M M 1 1 D M D D M D M D D M M D D M M M D 1 2 (,, &, 2006, p. 9) D M 2 D M D D M
31 D D D M D D D M D D Dörfler (1991) (2007) ( &, 1964, p. 23)
32 (1981) (1981) (p. 140) (p. 139) (cf., 2003) (cf., 2010) 5 2 Harel & Tall (1991)
33 Dörfler (1991) Mason (1989) (Brousseau, Brousseau, & Warfield, 2014, p. 2) (1981)
34 1 1 Dörfler (1991) Dörfler (1991) (Dörfler, 1991, p. 73; ) 6 Dörfler (1991) 6 Hejny (2003) (p.2) Dörfler (1991)
35 Dörfler (1991) 8 7 Wittmann (1995) Müller & Wittmann (2013) 8 (2007) (p. 105)
36 (cf.ursini, 1990; Radford, 1996; Zazkis & Liljedahl, 2002)
37 1 Beth, E. W., & Piaget, J. (1966). Mathematical epistemology and psychology. Dordrecht, Holland: D. Reidel. Brousseau, G., Brousseau, N., & Warfield, V. (2014). Teaching Fractions through Situations: A Fundamental Experiment. Netherlands: Springer. Cusi, A., & Navarra, G. (2012). Aspects of generalization in early algebra. In B. Tatsis, M. & K. Tatsis (Eds.), Generalization in mathematics at all educational levels (pp ). Poland, Rzeszoẃ: Rzeszoẃ University. Dörfler, W. (1991). Forms and means of generalization in Mathematics. In A. J. Bishop, S. Mellin-Olsen & J. v. Dormolen (Eds.), Mathematical Knowledge: Its Growth Through Teaching (pp ). Dordrecht, Netherlands: Kluwer. Erlwanger, S. H. (1973). Benny's conception of rules and answers in IPI mathematics. Journal of Children's Mathematical Behavior, 1(2), Freudenthal, H. (1973). MATHEMATICS AS AN EDUCATIONAL TASK: D.Reidel. Freudenthal, H. (1978). Weeding and Sowing: Preface to a Science of Mathematics Education. Dordrecht: Reidel. Harel, G., & Tall, D. (1991). The general, the abstract, and the generic. for the learning of mathematics, 11, Hejny, M. (2003). Understanding and structure. In M. Mariotti (Ed.), proc. CERME3 WG3 (pp. 1-8). Bellaria. Krygowska, A. Z. (1979). Zarys dydaktyki matematyki (Vol. cze ść 3). Warszawa: WSiP. Malara, N. A. (2012). Generalization processes in the teaching/learning of algebra: students behaviours and teacher role. In M. B, Tatsis & T. K (Eds.), Generalization in mathematics at all educational levels (pp ). Poland, Rzeszoẃ: Rzeszoẃ University. Mamede, E., & Soutinho, F. (2012). Young children solving additive structure problems. In B. Tatsis, M. & K. Tatsis (Eds.), Generalization in mathematics at all educational levels (pp ). Poland, Rzeszoẃ: Rzeszoẃ University
38 Mason, J. (1989). Mathematical Abstraction as the Result of a Delicate Shift of Attention. for the learning of mathematics, 9(2), 2-8. Mason, J. (1996). Future for Arithmetic & Algebra: Exploiting Awareness of Generality. In N. Bernardz, K. Kieran & L. Lee (Eds.), Approaches to Algebra (pp ). Dordrecht: Kluwer. Müller, G., & Wittmann, E. C. (2013). Das Zahlenbuch 2. German: Klett. Radford, L. (1996). Some reflections on teaching algebra through generalization. In N. Bernarz, C. Kieran & L. Lee (Eds.), Approaches to Algebra (Vol. 18, pp ). Netherland: Springer. Tatsis, B., M., & Tatsis, K. (2012). Generalization in mathematics at all educational levels. Rzeszów, Poland: Rzeszów University. Ursini, S. (1990). Generalization processes in elementary algebra: Interpretation and symbolization. In G. Booker, P. Cobb & T. N. Mendicuti (Eds.), Proc. 21th Conf. of the Int. Group for the Psychology of Mathematics Education (Vol. 2, pp ). Lahti: PME. Vinner, S. (2012). Generalization in everyday throught processes and in mathematical contexts. In M. B, Tatsis & T. K (Eds.), Generalization in mathematics at all educational levels (pp ). Rzeszów: Wydawnictwo. Wittmann, E. C. (1995). Mathematics education as a Design Science. Educational Studies in Mathematics, 29, Zazkis, R., & Liljedahl, P. (2002). Generalization of Patterns: The tension between algebraic thinking and algebraic notation. Educational Studies in Mathematics, 49(3), (1993).. (2007).. (2003).. 17
39 &. (1964).. (2010). :,, &. (2006).., 9(1), (1981).. (1987)., G. (1954). ( ). ( 1945 ), G. (1959). 1 ( ). ( 1953 ). (2003).., 13, (1940).
40 - 37 -
41 - 38 -
42 Davydov (2008) (pp ) (cf. Radford, 1996) Davydov (2008)
43 1.1 Pattern Generalizing Early Algebra (cf. Zazkis & Liljedahl, 2002) Harel & Tall (1991) Harel & Tall (1991) 1.3 Harel & Tall (1991) Dörfler (1991)
44 / Harel & Tall (1991) (p. 38( ); ) (Harel & Tall, 1991, p. 38) (cf. et al., 2006)
45 Harel & Tall (1991) Ⅰ Ⅱ Ⅲ Ⅳ ( ) Ⅴ Harel & Tall (1991) Dörfler (1991)
46 (cf., 2007) ( ) ( ) ( ) Harel & Tall (1991) Dörfler(1991) Dörfler (1991) (1981) ( ) (p. 146) Harel & Tall (1991) Harel & Tall (1991)
47 ( ) 1 Harel & Tall (1991) Advanced Mathematical Thinking Harel & Tall (1991)
48 2.2.1 ( ) ( ) ( ) (cf. Dörfler, 1991) ABCD AC BD 9cm 6cm ( :
49 ) (cf. Zazkis & Liljedahl, 2002) Kieran (1989) p. 165 Dörfler (1991) Hejny (2003) Kieran (1989) (2007)
50 (Kieran, 1989, p. 165) 1 English & Warren (1998) Dörfler (2008) ( ) (n + 3) (n + 2) (n +1) n +1 n 4 + 6n 3 +11n 2 + 6n +1
51 (n 2 + 3n +1) 2 n= ( &, 1970, pp ) (1959) 2 (cf. Dörfler, 1991) (cf. Duval, 1995; Sierpinska, 2005)
52 n 4,n 3...,n,...n + 3,n
53 ( ) (1959) (cf., 2013) Dörfler (2008) (p. 146)
54 (1981, p. 37) (pp ) (1999) ( / ) (n + 3) (n + 2) (n +1) n +1 Dörfler (1991) Dörfler (1991)
55 ( / ) Harel & Tall (1991) Dörfler (1991) (cf. Erlwanger, 1973) 3
56 (cf. Sierpinska, 2005) Howson (2005) Poincaré Disk Model ( ) Howson (2005)
57 (1993) ( ) van Hiele & van Hiele-Geldof (1958) ( ) ( 0 1 ) (, 2014, p. 1)
58 a n a n = (n 1)(n 2)(n 3)(n 4)(n 5)(n 6) + n (Beth & Piaget, 1966, pp. 9-10) Dörfler (1991)
59 ( ) ( )
60
61 2 Beth, E. W., & Piaget, J. (1966). Mathematical epistemology and psychology. Dordrecht, Holland: D. Reidel. Davydov, V. (2008). Problems of developmental instruction: A theoretical and experimental psychological study. NewYork: NY: Nova Science Publishers. Dörfler, W. (1991). Forms and means of generalization in Mathematics. In A. J. Bishop, S. Mellin-Olsen & J. v. Dormolen (Eds.), Mathematical Knowledge: Its Growth Through Teaching (pp ). Dordrecht, Netherlands: Kluwer. Dörfler, W. (2008). En route from patterns to algebra: comments and reflections. ZDM Mathematics Education, 40, Duval, R. (1995). Sémiosis et la pansée humaine, Registres sémiotiques et apprentissages intellectuals. Berne: Peter Lang. English, L. D., & Warren, E. A. (1998). Introducing the variable through pattern exploration. Mathematics Teacher, 91(2), Erlwanger, S. H. (1973). Benny's conception of rules and answers in IPI mathematics. Journal of Children's Mathematical Behavior, 1(2), Harel, G., & Tall, D. (1991). The general, the abstract, and the generic. for the learning of mathematics, 11, Hejny, M. (2003). Understanding and structure. In M. Mariotti (Ed.), proc. CERME3 WG3 (pp. 1-8). Bellaria. Howson, G. (2005). "Meaning" and school mathematics. In J. Kilpatrick, C. Hoyles, O. Skovsmose & P. Valero (Eds.), Meaning in mathematics education (Vol. 37, pp ): Springer. Kieran, C. (1989). A perspective on algebraic thinking. In G. Vergnaud, J. Rogalski & M.Artigue (Eds.), Proceedings of the 13th Annual Conference of the International Group for the Psychology of Mathematics Education (pp ). Paris, France. Radford, L. (1996). Some reflections on teaching algebra through generalization. In N. Bernarz, C. Kieran & L. Lee (Eds.), Approaches to Algebra (Vol. 18, pp ). Netherland: Springer
62 Sierpinska, A. (2005). Discoursing Mathematics Away. In J. Kilpatrick, C. Hoyles, O. Skovsmose & P. Valero (Eds.), Meaning in Mathematics Education (pp ). van Hiele, P. M., & van Hiele-Geldof, D. (1958). A method of initiation into geometry at secondary schools. In H. Freudenthal (Ed.), Report on methods of initiation into geometry (pp ). Gronigen: Qolters. Zazkis, R., & Liljedahl, P. (2002). Generalization of Patterns: The tension between algebraic thinking and algebraic notation. Educational Studies in Mathematics, 49(3), (1993).. (2007).. (2014)., E. (1999). ( ). ( 1999 ), P &, R. (1970). 5 ( ). ( 1864 ),, &. (2006).., 9(1), (1981).
63 . (2013).., 19(1), 47-53, G. (1959). 1 ( ). ( 1953 )
64 - 61 -
65 - 62 -
66
67 3.1 Panizza (2009) spontaneous generalization n 4,n 3...,n,...n + 3,n + 4 (n!) 3 3
68
69 3 1 Panizza (2009)
70 3 1 Panizza (2009) 3.2 (Malara, 2012, pp ) Malara (2012) Dörfler (1991) Hejny (2003)
71 Dörfler (1991) (p.71)
72 第3章 一般化の機能の順序に基づく構造 と自体は非常に容易である この場合の 純化 は前節の場合とは異 なり ある程度の規則や不変性 場合によっては構造さえも見抜いた 上で 問題を簡単に解決しようと意図していることが指摘される こ の意味で 変数化 が機能することは 直観的に 純化 を機能さ せることが出来ない場面で 純化 を機能させるための一つの契機 になることが指摘される 図3 2 変数化 によって 純化 を期待する場面 (藤井 & 俣野ほか, 2012, p. 50) 変数化 と 統合 変数化 に続いて 統合 が働くことは非常に重要であり 一般 化を通した学習においてもっとも重要な機能の働き方の一つであると
73 (cf. Dörfler, 1991, p. 72) 2 Dörfler (2008) (p. 146)
74 (, 1993)
75
76 3.3 (cf. Dörfler, 1991) H. Poincaré (cf., 1953, p. 37)
77 1 1 Harel & Tall (1991)
78 (1981) (1981)
79 Harel & Tall (1991) (cf. van Hiele & van Hiele-Geldof, 1958)
80 3.4 1 (, 1993) (, 1959) (DeVillers, 1990) Dörfler (1991) 1 (2002)
81 (Harel & Tall, 1991)
82
83 3.5 (cf. Howson, 2005) (Dörfler, 1991, p. 68)
84 3.6 Sierpinska (2005) 6
85
86 3 DeVillers, M. (1990). The role and function of proof in mathematics. Pythagoras, 24, Dörfler, W. (1991). Forms and means of generalization in Mathematics. In A. J. Bishop, S. Mellin-Olsen & J. v. Dormolen (Eds.), Mathematical Knowledge: Its Growth Through Teaching (pp ). Dordrecht, Netherlands: Kluwer. Dörfler, W. (2008). En route from patterns to algebra: comments and reflections. ZDM Mathematics Education, 40, Harel, G., & Tall, D. (1991). The general, the abstract, and the generic. for the learning of mathematics, 11, Hejny, M. (2003). Understanding and structure. In M. Mariotti (Ed.), proc. CERME3 WG3 (pp. 1-8). Bellaria. Howson, G. (2005). "Meaning" and school mathematics. In J. Kilpatrick, C. Hoyles, O. Skovsmose & P. Valero (Eds.), Meaning in mathematics education (Vol. 37, pp ): Springer. Malara, N. A. (2012). Generalization processes in the teaching/learning of algebra: students behaviours and teacher role. In M. B, Tatsis & T. K (Eds.), Generalization in mathematics at all educational levels (pp ). Poland, Rzeszoẃ: Rzeszoẃ University. Panizza, M. (2009). Generalization and control in algebra. In V. Durand, S. Soury & F. Arzarello (Eds.), Proceedings of the 6th Congress of the European Society for Research in Mathematics Education (pp ). Lyon (France). Sierpinska, A. (2005). Discoursing Mathematics Away. In J. Kilpatrick, C. Hoyles, O. Skovsmose & P. Valero (Eds.), Meaning in Mathematics Education (pp ). van Hiele, P. M., & van Hiele-Geldof, D. (1958). A method of initiation into geometry at secondary schools. In H. Freudenthal (Ed.), Report on methods of initiation into geometry (pp ). Gronigen: Qolters., J. (2002). (, & ). ( 1954 )
87 . (1993).. (1981).,. (2012). 1, H. (1953). ( ). ( 1908 ), G. (1959). 1 ( ). ( 1953 )
88 - 85 -
89 - 86 -
90 (Dörfler, 1991) (Mason, 1989) /
91 / 1 Erlwanger (1973)
92 (1986) (1986) (cf. Artigue, 1992;, 2011)
93 2 4.2 (cf., 2007)
94 C O OAC OBC OBC OCB OAC OCA AOB
95 OAC O 0 OAC O OAC O
96 C
97 C C AOC O 4 1 AOC O AOC O 4 1
98 AOC O
99
100 A
101 B 2 2 A B 2 2B 2 2A 3
102
103 TIMSS Video Research The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom (Stigler & Hiebert, 1999)
104 4 FESM (cf.,, &, 2009) NCTM (,, &, 1997) NCTM
105
106 C 2 1 B 1 B 2 2 1B 2 2B 2 3 A 2 4 B 2 C
107 第4章 一般化の機能と学習者の関わり方 を達成することは 学習段階 階差数列の学習は 通常高等学校であ る を考慮すると困難であることが予想される このため 活動B 2 を達成した生徒に対しては 活動B 1を促し 集約した上で活動Cへと 取り組むよう構造化がなされている 加えて 活動Aで 発見 した ことの正当性を証明するのは 二次関数を知らないこの学習段階にお いては困難であるため 命題の真贋を帰納的に判断するに留めてい る 図4 3 アプリオリ分析に基づき設定された期待される活動
108 第4章 一般化の機能と学習者の関わり方 また 各活動に対して設定されている支援1は 一般化の機能を働か せるよう促すことが意図されている 活動Cに対する支援は規則への 注目に基づく 変数化 を 活動B 2に対する支援は意図した規則へ の注目に基づく 変数化 を 活動B 1に対する支援は 純化 とそ れに続く 発見 をそれぞれ意図している また 支援2は支援1を受 けても尚 活動がうまくいかないときに より具体的な行為を指示す るものとして設計されている 授業の狙いは まさに練り上げにおいて活動Aを達成することであ り 発見 によって新たな知識を構成することが意図されている このため 練り上げの実施に際しては全学習者が活動Cを達成した上 で 活動Bに少なくとも取り組んでいることが要請される 結果の分析 図4 4 自力解決終盤 練り上げに入る直前の授業の様子
109 C B 1 B B 1 B
110 4 5 A B B B 2
111 B C C B 1 m m 2 + (m 1) C
112 4 7 C C C
113 1 1 3 C B 1 B B 2 B
114 第4章 一般化の機能と学習者の関わり方 24で同じだよね 計算だと 掛ける数と掛けられる数の和は12だよ ね 半分だから 何か気付くことは無い と 2つの場面の周の長 さが共に24であることへの着目を促されることで 意図した 発見 が達成された 発見 を達成した生徒の殆どはワークシートにその 旨を記述しており その様な生徒の様相が 例えば図4 8の 足して 同じ数でも 正方形の方が大きい という文言に現れている 図4 8 意図した 発見 を達成した生徒 この結果は 事前の問題設定 支援設計 それらの前提となるアプ リオリ分析の不十分さに帰着させることができる 少なくとも 周の 長さを固定した状態に注目した上でその対象の特徴から離れられるよ うな 変数化 や 統合 を意図することが有用であったことが予想 される 具体的には 提示する場面に4 8を付け加えたり 周の長さ を24で固定した様々な場面で正方形の個数の変化を見るといったこと が有用であったかもしれない また 関連して 意味付け や 社会
115 C B 1 B 2 A 2 3
116
117 4 Artigue, M. (1992). Didactical engineering. In R. Douady & A. Mercier (Eds.), Research in Didactique of Mathematics: Selected papers (pp ). Grenoble: La Pansée Sauvage. Dörfler, W. (1991). Forms and means of generalization in Mathematics. In A. J. Bishop, S. Mellin-Olsen & J. v. Dormolen (Eds.), Mathematical Knowledge: Its Growth Through Teaching (pp ). Dordrecht, Netherlands: Kluwer. Erlwanger, S. H. (1973). Benny's conception of rules and answers in IPI mathematics. Journal of Children's Mathematical Behavior, 1(2), Mason, J. (1989). Mathematical Abstraction as the Result of a Delicate Shift of Attention. for the learning of mathematics, 9(2), 2-8. Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom Free Press.. (2007).,, &. (2009). FESM,, &. (1997). 21 NCTM ( 1989 ), N. R. (1986). ( ). ( 1958 ). (2011).., 94, 37 68
118
119
120
121 1 1 Dörfler (1991) (cf., 1981) Dörfler (1991) (Dörfler, 1991, p. 74) (Tatsis & Tatsis, 2012)
122 Harel & Tall (1991)
123 Harel & Tall (1991) Dörfler (1991) Davydov (2008) (pp )
124
125
126
127 3 3
128 1 Dörfler (2008) 1 (cf., 2007)
129 4 1 2 De Villers (1990)
130
131 Davydov, V. (2008). Problems of developmental instruction: A theoretical and experimental psychological study. NewYork: NY: Nova Science Publishers. DeVillers, M. (1990). The role and function of proof in mathematics. Pythagoras, 24, Dörfler, W. (1991). Forms and means of generalization in Mathematics. In A. J. Bishop, S. Mellin-Olsen & J. v. Dormolen (Eds.), Mathematical Knowledge: Its Growth Through Teaching (pp ). Dordrecht, Netherlands: Kluwer. Dörfler, W. (2008). En route from patterns to algebra: comments and reflections. ZDM Mathematics Education, 40, Harel, G., & Tall, D. (1991). The general, the abstract, and the generic. for the learning of mathematics, 11, Tatsis, B., M., & Tatsis, K. (2012). Generalization in mathematics at all educational levels. Rzeszów, Poland: Rzeszów University.. (2007).. (1981).
132
133 Artigue, M. (1992). Didactical engineering. In R. Douady & A. Mercier (Eds.), Research in Didactique of Mathematics: Selected papers (pp ). Grenoble: La Pansée Sauvage. Beth, E. W., & Piaget, J. (1966). Mathematical epistemology and psychology. Dordrecht, Holland: D. Reidel. Brousseau, G., Brousseau, N., & Warfield, V. (2014). Teaching Fractions through Situations: A Fundamental Experiment. Netherlands: Springer. Cusi, A., & Navarra, G. (2012). Aspects of generalization in early algebra. In B. Tatsis, M. & K. Tatsis (Eds.), Generalization in mathematics at all educational levels (pp ). Poland, Rzeszoẃ: Rzeszoẃ University. Davydov, V. (2008). Problems of developmental instruction: A theoretical and experimental psychological study. NewYork: NY: Nova Science Publishers. DeVillers, M. (1990). The role and function of proof in mathematics. Pythagoras, 24, Dörfler, W. (1991). Forms and means of generalization in Mathematics. In A. J. Bishop, S. Mellin-Olsen & J. v. Dormolen (Eds.), Mathematical Knowledge: Its Growth Through Teaching (pp ). Dordrecht, Netherlands: Kluwer. Dörfler, W. (2008). En route from patterns to algebra: comments and reflections. ZDM Mathematics Education, 40, Duval, R. (1995). Sémiosis et la pansée humaine, Registres sémiotiques et apprentissages intellectuals. Berne: Peter Lang. English, L. D., & Warren, E. A. (1998). Introducing the variable through pattern exploration. Mathematics Teacher, 91(2), Erlwanger, S. H. (1973). Benny's conception of rules and answers in IPI mathematics. Journal of Children's Mathematical Behavior, 1(2), Freudenthal, H. (1973). MATHEMATICS AS AN EDUCATIONAL TASK: D.Reidel
134 Freudenthal, H. (1978). Weeding and Sowing: Preface to a Science of Mathematics Education. Dordrecht: Reidel. Harel, G., & Tall, D. (1991). The general, the abstract, and the generic. for the learning of mathematics, 11, Hejny, M. (2003). Understanding and structure. In M. Mariotti (Ed.), proc. CERME3 WG3 (pp. 1-8). Bellaria. Howson, G. (2005). "Meaning" and school mathematics. In J. Kilpatrick, C. Hoyles, O. Skovsmose & P. Valero (Eds.), Meaning in mathematics education (Vol. 37, pp ): Springer. Kieran, C. (1989). A perspective on algebraic thinking. In G. Vergnaud, J. Rogalski & M.Artigue (Eds.), Proceedings of the 13th Annual Conference of the International Group for the Psychology of Mathematics Education (pp ). Paris, France. Krygowska, A. Z. (1979). Zarys dydaktyki matematyki (Vol. cze ść 3). Warszawa: WSiP. Malara, N. A. (2012). Generalization processes in the teaching/learning of algebra: students behaviours and teacher role. In M. B, Tatsis & T. K (Eds.), Generalization in mathematics at all educational levels (pp ). Poland, Rzeszoẃ: Rzeszoẃ University. Mamede, E., & Soutinho, F. (2012). Young children solving additive structure problems. In B. Tatsis, M. & K. Tatsis (Eds.), Generalization in mathematics at all educational levels (pp ). Poland, Rzeszoẃ: Rzeszoẃ University. Mason, J. (1989). Mathematical Abstraction as the Result of a Delicate Shift of Attention. for the learning of mathematics, 9(2), 2-8. Mason, J. (1996). Future for Arithmetic & Algebra: Exploiting Awareness of Generality. In N. Bernardz, K. Kieran & L. Lee (Eds.), Approaches to Algebra (pp ). Dordrecht: Kluwer. Müller, G., & Wittmann, E. C. (2013). Das Zahlenbuch 2. German: Klett. Panizza, M. (2009). Generalization and control in algebra. In V. Durand, S. Soury & F. Arzarello (Eds.), Proceedings of the 6th Congress of the European Society for Research in Mathematics Education (pp ). Lyon (France).
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