O ensino da álgebra nos anos iniciais do ensino fundamental: a construção do pensamento algébrico

Abstract

This study results from research on the teaching of Algebra in the early years of Elementary Education, highlighting the importance of developing algebraic thinking at this stage of schooling. Accordingly, the research aimed to investigate how algebra is taught in the early years and to identify methodologies that may contribute to the development of this knowledge. To conduct the study, theoretical research was carried out based on authors who discussed the teaching of Algebra, as well as the analysis of official documents that guide this pedagogical practice. In addition, a diagnostic activity was applied and analyzed in a 5th-grade class, whose results supported the development of a pedagogical intervention proposal. The analysis of the diagnostic activity showed that, although students were able to identify patterns and solve basic operations, they faced difficulties in generalizing and justifying mathematical reasoning, as well as limitations in mathematical communication. Therefore, an intervention proposal composed of ten lessons with playful and investigative activities was developed, aiming to promote the development of algebraic thinking in the early years of Elementary Education.