The importance of understanding the various uses of the literal symbol in algebra, and in particular the idea of generalised number, is well documented in the literature. Many research findings have also reported student difficulties with this vital and central concept. This research study examines the use of a combination of historical and educational research ideas as a way of enhancing students' understanding of generalised number. The results suggest that this approach helped some students to make some generalisations and to understand the difference between specific unknown and generalised number.