The development of algebraic thinking in the final years of primary school

Authors

DOI:

https://doi.org/10.48017/dj.v9i1.2801

Keywords:

Algebraic Thinking, Teaching, Learning

Abstract

The objective of this work is to analyze the development of algebraic thought for 138 students who participated in a workshop focused on algebraic concepts, emphasizing the odd mistake in the process of solving a task, all the while respecting the event as their first experience of algebra. The idea behind the activity was to stimulate algebraic thought in those who were finishing primary education, presenting uncommon dilemma for frequently used teaching mechanisms, in the light of skills required by the National Common Basic Curriculum. The participants belonged to six classes, three from 8th year and the other three from 9th year. The analysis of tasks was supported by the Theory of Conceptual Fields, which sought to understand how the individual acquires a certain knowledge and better conditions for its development. The data obtained implied that even though students understood the Algebra conceptions gained during the activity, one notes that the greatest obstacle lies in the transformation from the mother tongue to algebraic language, indicating the importance of pedagogical approaches to aid students to experience this transition.

Author Biographies

Maria Estela da Silva, University of Pernambuco

University of Pernambuco, Petrolina, Pernambuco (PE), Brazil.

Yslane Reis Santos Bomfim, University of Pernambuco

University of Pernambuco – UPE / Master in Education. Petrolina, Pernambuco (PE), Brazil.

Fernanda Alves Torres, University of Pernambuco

University of Pernambuco, Petrolina, Pernambuco (PE), Brazil.

Evanilson Landim Alves, University of Pernambuco

University of Pernambuco (UPE) – PhD in Education, Adjunct Professor in the Mathematics Department, and permanent faculty member of the Professional Master’s Program in Inclusive Education (PROFEI). Petrolina, Pernambuco (PE), Brazil.

Nancy Lima Costa, University of Pernambuco

University of Pernambuco (UPE) – PhD in Process Engineering; Adjunct Professor in the Mathematics Licentiate degree program; and collaborator with the Professional Master’s Program in Mathematics in the National Network (PROFMAT) at the Federal University of the São Francisco Valley (UNIVASF). Petrolina, Pernambuco (PE), Brazil.

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Capa Vol 9 N 1 2024

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Published

2024-03-09

How to Cite

Silva, M. E. da, Bomfim, Y. R. S., Torres, F. A., Alves, E. L., & Costa, N. L. (2024). The development of algebraic thinking in the final years of primary school. Diversitas Journal, 9(1), 252–268. https://doi.org/10.48017/dj.v9i1.2801

Issue

Vol. 9 No. 1 (2024): Urban spaces and their contradictions

Section

Education and Teaching

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Copyright (c) 2024 Maria Estela Silva, Yslane Reis Santos Bomfim, Fernanda Alves Torres, Evanilson Landim Alves, Nancy Lima Costa

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