The purpose of this report is to investigate the range of student responses in three domains--hypothesizing, organizing data, and algebraic generalization of patterns during their work on a spreadsheet-based activity. In a wider context, we attempted to investigate students' utilization schemes of spreadsheets in their learning of introductory algebra. Twenty students' responses to an investigative assignment were analyzed. The findings indicate a wide range of student responses. In each of the three domains analyzed, most student responses fell into several clearly definable categories. However, an attempt to establish a hierarchy of performance levels led to less clear results. [For proceedings, see ED489632.]