The predictive role of different reasoning forms to students’ early algebraic thinking abilities.

Abstract

The development of early algebraic thinking has become a goal for many curricula, yet important questions remain regarding the nature of students’ early algebraic thinking. This study aims to clarify the relationship between early algebraic thinking and different reasoning forms. To this end, 9, 10, 11, and 12-year-old students were tested in three tests: (i) an algebraic thinking test which involved a range of early algebraic tasks, (ii) the Naglieri Non-Verbal Ability Test (NNAT) which allows the examination of analogical reasoning, inductive reasoning, and spatial reasoning, and (iii) a deductive reasoning test. The quantitative analysis of the data yielded insights into the predictive role of different reasoning forms on students’ early algebraic thinking abilities in the age groups under investigation.