The Development of algebraic thought in the final years of primary school
DOI:
https://doi.org/10.48017/dj.v9i1.2801Keywords:
Algebraic Thinking, Algebraic ThinkingTeaching, TeachingLearningAbstract
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.
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