Shortcomings in the milieu for algebraic generalisation arising from task design and vagueness in mathematical discourse

Abstract

This paper presents how the milieu for students’ engagement with an algebraic generalisation task is constrained by two factors: first, by the task design; second, by the students’ unawareness of the nature of a mathematical statement, combined with the teacher’s use of a generic example.

Shortcomings in the milieu for algebraic generalisation arising from task design and vagueness in mathematical discourse