A construção do pensamento algébrico nos anos iniciais através da resolução de problemas no contexto escolar campesino

Abstract

This paper analyzes the challenges and proposes alternatives for teaching mathematics in the early years, focusing on developing algebraic thinking through problem-solving, especially in rural areas. It begins with the observation that algebra is one of the areas in which students experience the greatest difficulty, as evidenced by national assessments. Contributing factors include a lack of motivation resulting from a lack of understanding of concepts, a lack of interest in less meaningful methodologies, and the prevalence of traditional practices that prioritize memorization over content comprehension. Therefore, the research argues that algebraic thinking goes beyond memorization and should begin in the early years, with the identification of patterns and relationships, overcoming rote teaching and fostering dynamic, contextualized, and meaningful learning. The study is based on authors such as Usiskin (1995), Meira (2006), Van de Walle (2009), Kieran (2007), Kaput (1999), among others, as well as official documents, such as the National Curricular Parameters (Brazil, 1998), the Law of Guidelines and Bases of National Education (Brazil, 1996) and the Common National Curricular Base (Brazil, 2017), which emphasize the importance of algebra for the development of logical and mathematical reasoning. The research, with a qualitative, descriptive, and exploratory approach, was based on a bibliographic review and the development of a didactic proposal of activities for the 2nd year of elementary school, aiming to promote critical thinking and student autonomy. The activities were structured considering the rural reality, local culture, and school and everyday knowledge to enable meaningful learning and overcoming the diagnosed difficulties. The results indicated that, through practical activities, students were able to understand the concept of multiples in the Decimal Number System and the operation of addition by using repetitive and recursive sequences, as well as by assimilating and generalizing the patterns discussed. The conclusion is that teaching practices, through motivating activities, strengthen algebra instruction in the early grades and enable an inclusive, critical, and transformative education that recognizes the sociocultural specificities of rural students.