# Linear geometric number patterns: Middle school students’ strategies

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## Abstract

In this study, 23 seventh- and eighth-grade students were interviewed as they solved problems related to four linear geometric number patterns involving perimeter and area. In particular, they developed symbolic expressions for the pattern relationships and assessed the validity of given expressions. The strategies indicated in the responses suggest four levels of thinking about linear geometric number patterns: (1) concrete modelling and counting, (2) inappropriate use of proportion, (3) focus on recursive relationships, and (4) analysis of the functional relation between a perimeter or area and the shape number.

## Keywords

Middle School Student Symbolic Representation Proportional Reasoning Symbolic Expression Mathematical Symbol
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© Mathematics Education Research Group of Australasia Inc. 2000