Girit., DilekAkyüz, Didem2024-06-122024-06-1220161307-6086https://doi.org/10.17522/balikesirnef.277815https://search.trdizin.gov.tr/yayin/detay/400736https://hdl.handle.net/20.500.14551/12639Algebra is generally considered as manipulating symbols, while algebraic thinking is aboutgeneralization. Patterns can be used for generalizat ion to develop early graders’ algebraic thinking. In thegeneralization of pattern context, the purpose of this study is to investigate middle school students’ reasoningand strategies at different grades when their algebraic thinking begins to develop. First, 6 open-ended lineargrowth pattern problems as numeric, pictorial, and tabular representations were asked to 154 middle gradestudents. Next, two students from each grade (6th, 7th, and 8th grade) were interviewed to investigate how theyinterpret the relationship in different represented patterns, and which strategies they use. The findings of thisstudy showed that students tended to use algebraic symbolis m as their grade level was increased. However, thestudents’ conceptions about ‘variable’ were troublesome.en10.17522/balikesirnef.277815info:eu-repo/semantics/openAccessArticle102243272400736