This paper focuses on algebraic learning and explores the strategies followed by 17 students with Autism Spectrum Disorder and 17 typically-developing students to solve a generalization task in a functional thinking context. We design and administer a questionnaire with different questions about specific (consecutive and non-consecutive) cases and the general case. Success in the proposed task was higher in the group of typically-developing students. Different strategies were encountered, predominantly (1) modeling with drawing and (2) operations, with neither group having much success obtaining the general term. We discuss the implications for teaching students with autism.