CHARACTERIZATIONS OF ALGEBRAIC THINKING IN TASKS PERFORMED BY STUDENTS OF ELEMENTARY EDUCATION

Abstract

Taking Early Algebra as a research area that seeks an approach to the teaching and learning of early algebra, this paper presents an analysis of attitudes, questions and written productions that provide clues about the behavior of children in solving tasks. The objective was to identify and analyze characteristics of algebraic thinking in tasks applied to elementary school students. More specifically, we aimed to understand how thirty-five students from the 5th year of elementary school in a public school in the city of Apucarana-PR deal with tasks that promote the development of algebraic thinking. For organizing and interpreting data, we used procedures in the light of Content Analysis, which is a form of qualitative research. By means of responses, questions and statements from students during the resolution of tasks, the study showed that although the resolutions were not always correct, they show signs of algebraic thinking, since the study participants noticed and tried to express the arithmetic structures of problem situations, as well as described their thought processes. Therefore, these elementary school students are able to cope and develop aspects related to algebraic thinking, while not presenting a symbolic algebraic language.

Keywords: Algebraic thinking; Content analysis; Early Algebra.