As contribuições do Algeplan para o desenvolvimento do pensamento algébrico: uma abordagem lúdica

Abstract

Teaching algebra and developing algebraic thinking is a challenge in mathematics teaching during the final years of elementary school. In this context, it is important to seek methodologies that promote this learning. The main objective of this Final Course Project (TCC) is to investigate how a playful approach using Algeplan promotes the development of algebraic thinking among 8th-grade students in the final years of elementary school at a school in the city of Rio Tinto. To this end, the study drew upon the work of Van de Walle (2009) and Almeida and Santos (2017) regarding the development of algebraic thinking, and Alves (2020) regarding playfulness; we also utilized normative documents such as the Brazilian National Common Core Curriculum (BNCC) (2018). Regarding methodological procedures, the research was categorized as a case study with a qualitative approach. The intervention was conducted with an 8th-grade class, using a teaching sequence developed by the researcher and the Algeplan pedagogical tool to facilitate the understanding of algebra. The analysis was based on students’ participation records for the proposed activities and in classroom observations. The results showed that students had significant difficulties with the content, but that their understanding improved after using the teaching materials in conjunction with the sequence of tasks that was developed. We concluded that the use of Algeplan fostered the development of students’ algebraic thinking through methodologies focused on playfulness and the use of concrete materials.