Pensamento algébrico e aritmético: interlocuções nos anos iniciais

Abstract

This This dissertation aims to present a set of tasks aimed at investigating the meanings attributed by undergraduate students in Pedagogy regarding Algebra and Algebraic Thinking in the early years of Elementary School, as well as their interlocutions with Arithmetic and Arithmetic Thinking. Based on the Semantic Fields Model (LINS, 1994), which understands knowledge as a production of mathematical and non-mathematical meanings justified by the subject, the work explores the singularity of the knowledge construction process. The research includes a theoretical review on Algebra and Algebraic Thinking, a pilot project carried out with undergraduate students, a critical analysis of the national curriculum document and a preliminary evaluation, based on the MCS, of the applied tasks. The product presents a set of tasks that articulates different dimensions of Algebraic and Arithmetic Thinking, aiming to contribute to pedagogical practices in the early years of Elementary School.