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There are natural propensities which many pupila possess that can be used to support learning algebra, and which come more freely than learning rules without meaning:
- Learners interpret symbols and diagrams in terms of previous experience of similar forms, and even young pupils can accept letters and symbols representing numbers when they have numerical relationships to show.
- Learners naturally generalise, and these generalisations and assumptions are normally linked to the visual impact of symbols, diagrams,etc.
- Personal mental arithmetic techniques can help pupils to understand algebraic structures. Some methods of recording can facilitate a shift to understanding operations; compressed methods tend to blur algebraic meanings.
- Pupilss can link, relate and compare alternative representations(graphical, algebraic) of the same thing, especially if they have control of the technology with which they are shown.
