| dc.description.abstract | Considering the relevance of teaching algebra from the early years of schooling, for the
development of students' algebraic thinking, understandings of future studies in algebra and
apprehensions of mathematical knowledge. It is also an emerging theme, in curriculum
elaboration, practic and academic educational research. The present doctoral research
analytically studied the Mathematics Notebooks for teachers, from the Collection of Literacy
Practices in the literacy Cycle, of the SOMA Program. The general objective, is to start from
the understanding that the development of algebraic thinking takes place in a relational
perspective, to analyze how the didactic tasks/suggestions proposed in the Math Notebooks
for the SOMA literacy Cycle, can contribute to the teacher's work in promoting the
development of algebraic thinking. Our specific objectives are: show whether and how the
didactic tasks/suggestions cover the knowledge and skills foreseen for each of the years of
education covered by SOMA, considering the current version of the Common National
Curricular Base; indicate, when necessary, approachs/strategies that enable the teacher to
extend the potential of the tasks to promote the development of algebraic thinking. In the
theoretical and epistemological organization of this study, our foundation is based on the
conception of Fonseca (2014), when it comes to mathematical literacy. Regarding the
development of algebraic thinking, we draw on the studies of Kieran (2004, 2007, 2011),
Kieran, Pang, Schifter and Ng (2016), Blanton and Kaput (2005), Carraher, Schliemann,
Brizuela and Earnest (2006), Cai and Knuth (2011), Mason (2008), and, specifically, for the
study of patterns, in Vale, Palhares, Cabrita and Borralho (2006), Vale and Pimentel (2011,
2013), Pimentel and Vale (2011). In the relational thinking approach we draw on Carpenter,
Levi, Franke and Zeringue (2005), Jacobs, Franke, Carpenter, Levi and Battey (2007), Franke,
Carpenter and Battey (2008), Empson, Linda and Carpenter (2011). This is a documentarytype investigation, as we surveyed and analyzed data in the Math Notebooks for the literacy
Cycle of the SOMA Program. For the analytical treatment of the data collected, we
established as method of analysis inferences, that is, interpreting and reflecting on the didactic
tasks/suggestions. In the reflective analyses we verified that the didactic tasks/suggestions of
the Math Notebooks for the SOMA literacy Cycle cover the realization of classifications, by
means of numerical and geometrical atributes, and, especially, the 2nd and 3rd Year
Notebooks, which encompass the establishment of relations, the discovery/elaboration of
patterns, the identification of the next/absent elements, and the development of
generalizations, in numerical and figurative sequences. These aspects are integral to the way
of thinking algebraically. | |
