Concepções de álgebra na educação matemática
DOI:
https://doi.org/10.17648/diversitas-journal-v6i1-1597Abstract
ABSTRACT: This article aims to articulate the elementary algebraic knowledge developed by teachers and their conceptual profiles, according to Fiorentini, Miorim and Miguel (1993), Usiskin (1995), Lins and Gimenez (1997), Figueiredo (1997) and Lee (2001). We started from a bibliographic study to support the theoretical framework and the application of a questionnaire in order to identify the teachers' conceptions about teaching elementary algebra according to Lee. The natural articulation between concrete and everyday situations for students to visualize the application algebra, in different contexts, is fundamental for the construction of algebraic reasoning. With regard to the act of teaching algebra, it is necessary to bear in mind the object of study and move between the different semiotic records related to it, as pointed out by Duval (2009). As well as expanding the way of approaching algebra from several possible conceptions.
KEYWORDS: Algebraic education, Conceptions, Meanings.
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Copyright (c) 2021 José Eronildo de Melo, Leopoldo Oscar Briones Salazar, Claudiene Cordeiro Leandro Bispo, Maria Sizino de Lira Santos, José Saraiva dos Santos
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