The development of algebraic thinking of students at the beginning of schooling
DOI:
https://doi.org/10.5377/ryr.v53i53.10894Keywords:
Development of algebraic thinking, early years, research of own teaching practiceAbstract
O presente artigo centra-se no movimento de produção de significados relacionados ao Pensamento Algébrico. A investigação foi realizada ao longo do ano letivo de 2017 em uma sala de aula de um primeiro ano do Ensino Fundamental — que atende crianças de 6 anos de idade — composta por 26 alunos de uma escola municipal no interior do estado de São Paulo, Brasil. Para a documentação da pesquisa, as aulas da professora-pesquisadora foram videogravadas e serviram de apoio para a escrita de narrativas pedagógicas. Nestas, realiza-se a análise microgenética orientada para os indícios que permitem a interpretação dos episódios observados, possibilitando a aproximação com os processos de desenvolvimento do Pensamento Algébrico dos alunos. A análise aponta indícios de que os estudantes do primeiro ano do Ensino Fundamental, engajados numa cultura social de sala de aula de Matemática, pautada na problematização, na qual são protagonistas do próprio processo de aprendizagem, são capazes de generalizar o padrão da sequência por meio da linguagem materna.
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Reality and Reflection
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