ABSTRACT This study aims to understand the instructional interactions that foster students’ generalizing. By analysing video-recorded lessons from 13 different Grade 3 classrooms in which an early algebra intervention was implemented, activities related to generalizing and students’ generalizing activities were identified, and the nature of the relationships between these activities were explored. Namely, I consider the activities that potentially encourage students’ generalizing and the generalizing that students themselves do, and describe ways in which these activities interact. The findings have both practical and theoretical implications; in the former case, they provide insight into the design of instruction to foster generalizing, and in the latter case, they contribute to an ongoing conversation about students’ mathematics learning.

中文翻译：

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在早期代数干预的情况下进行泛化（《代数暂时性代数》）

摘要本研究旨在了解促进学生泛化的教学互动。通过分析在13个不同的三年级教室中实施了早期代数干预的录像课程，确定了与推广有关的活动和学生的推广活动，并探讨了这些活动之间关系的性质。即，我考虑了可能鼓励学生进行概括和学生自己所做的概括的活动，并描述了这些活动之间相互作用的方式。这些发现具有实际和理论意义。在前一种情况下，它们提供了对教学设计的洞察力，以促进泛化；在后一种情况下，它们有助于进行有关学生数学学习的持续对话。