GUESS AND CHECK AS A TRANSITION TO ALGEBRAIC THINKING

Debra I. Johanning

Michigan State University

johanni3@msu.edu

This study examines whether the reasoning pre-algebra students use when employing a systematic guess and check strategy to solve algebra word problems helps promote algebraic thinking. First, algebraic thinking and arithmetic thinking are characterized. Using these characterizations, the reasoning of pre-algebra students’ written solutions to algebra word problems are examined. The students’ solutions take three forms: arithmetic, writing and solving an algebraic equation, and systematic guess and check. It is proposed that the reasoning used in the systematic guess and check solutions has a close resemblance to algebraic thinking and that developing this form of reasoning has the potential to help students in their transition from arithmetic to algebraic reasoning.

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