Obstacles to the development of anticipation in algebraic context

Abstract

Anticipation is a cognitive process acting in various mathematical tasks, including the treatment of algebraic expressions. However, some students show difficulties in developing this type of skill which can be traced back to obstacles of different natures: ontogenetic, epistemological and didactical ones. Through the administration of a questionnaire and subsequent focus groups, this research highlights that, in the development of anticipation for secondary school students, obstacles of all three types intervene and it is suggested that some of these (the didactical ones in particular) could be prevented or resolved with appropriate educational interventions.