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Generalising Arithmetic: Supporting the Process in the Early Years.

The teaching and learning in algebra has been much debated. Traditionally early algebra has relied heavily on arithmetic. Recently our focus has changed to teaching algebraic thinking with arithmetic thinking. This paper explores the models that assist young students generalise the patterns of arithmetic compensation. A teaching experiment was conducted with two classes of students with an average of eight years and six months. From the results it seems that the use of unmeasured quantity models in conjunction with number models does assist students focus on the underlying generalizations inherent in the models presented.