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Abstract
The interplay between generalisations and particular instances—examples—is an essential feature of mathematics teaching and learning. In this paper, we bring together our experiences of personal and classroom mathematics activity, and demonstrate that examples do not always fulfil their intended purpose (to point to generalisations). A distinction is drawn between ‘empirical’ and ‘structural’ generalisation, and the role of generic examples is discussed as a means of supporting the second of these qualities of generalisation.