The development of algebraic thinking of students at the beginning of schooling
DOI:
https://doi.org/10.5377/ryr.v53i53.10895Keywords:
Development of algebraic thinking, early years, research of own teaching practiceAbstract
This article focuses on the motion of production of meanings related to algebraic thinking. The investigation was carried out throughout the academic year of 2017 in a classroom of a first year of elementary school - which serves children of six years of age - composed of 26 students from a municipal school in the interior of the state of São Paulo, Brazil. The teacher-researcher’s classes were videotaped as a means of research documentation and served as support for the writing of pedagogical narratives. A microgenetic analysis of the narratives is carried out oriented to the indications that allow the interpretation of the episodes observed, enabling the approximation of the processes related to the development of students’ algebraic thinking. The analysis of the pedagogical narrative points to evidence that the students of the first year of elementary school, engaged in a social culture of the mathematics classroom based on problematization and in which they are protagonists of their own learning process, are able to generalize the pattern sequence through their maternal language.
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Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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