O desenvolvimento do pensamento algébrico na construção do conceito de Função: um estudo sobre Padrões

Abstract

This research has as main objective research on algebraic thinking, with regard to symbolization, the study of structures and modeling involved in forms of generalizations whether numbers or operations, mainly in the construction of the concept of function by solving problems involving patterns. It is characterized by a research case study, whose research instrument was a questionnaire consisting of personal issues, and the proposition of a problem dealing with Geometric Pattern Crescent. As to the objectives it is an Exploratory. As the main theoretical foundations have adopted the book Algebra in Primary of Ponte, Matos and Branco (2009) and the book Mathematics in Elementary Education. Teacher training and classroom application of Van de Walle (2009). In this study we designed a profile for the students of 1st year of high school E.E.E.F.M. Professor Luiz Gonzaga Burity; were analyzed textbooks in 9th grade of elementary school and 1st year of high school, from the point of view of how the contents of functions could be introduced through the Patterns. With regard to textbooks was featured in the divergence between the levels of quality of books adopted in high school to elementary school with in relation to the form of the introduction of the issues and questions most relevant to school practice focused on issues of everyday students, and a more clear and precise language of the content. We conclude with a study that can make the process of learning mathematics more meaningful as well as attractive and can be dealt with more interrelated as is the case with the algebra of functions. Student performance, we found that many were able to successful development of algebraic questions, although most have stated having had no contact with this type of issue, we believe that the outcome could have been more satisfactory, but the conclusion has been of great value to reveal and investigate the deficiencies and errors in the construction of students' knowledge of the topic.