Conhecimentos pedagógicos para o desenvolvimento do pensamento algébrico mobilizados por professoras do 5º ano

Abstract

This research sought to understand the pedagogical knowledge that 5th year teachers mobilized to develop their students' algebraic thinking. As a theoretical sport, we articulate studies on pedagogical knowledge for teaching Mathematics, on Initial Algebra, and a review of national curricular documents. We dialogued, in particular, with authors such as Ball, Thames and Phelps (2008), Blanton et al. (2015), Fiorentini, Miguel and Miorim (1993), Canavarro (2007), Schiliemann, Carraher and Brizuela (2007), Magina et al. (2008) and Magina and Porto (2018). And due to the specificity of the data found, we also discussed with Vergnaud (1983; 1996; 2009), Gitirana et al (2014), Lima et al. (2016), Rodrigues (2021), Candido (2001) and Oliveira and Paulo (2021) . The research, of a qualitative nature, uses a questionnaire and individual semi-structured interviews with 8 teachers selected using the snowball technique as a data collection instrument. The recommendation of one teacher to another to participate in the research consists of working in the 5th year of Elementary School and working with the development of algebraic thinking in the classroom. The first stage consisted of filling out the questionnaire, followed by asking the interviewees, in advance, to send activities they had already worked on with their 5th year students. Subsequently, in the other stage of the research, we carried out the interviews using the Zoom and Google Meet applications, in 2023. The 8 teachers teach in exclusive federal and state schools in the cities of Rio de Janeiro/RJ and Belo Horizonte/MG. The research results point to a range of pedagogical knowledge related to algebraic thinking that makes a great contribution to the work with generalized arithmetic, and that in relation to equivalence and functional thinking would need to be deepened in original continued training for these themes.