Generalização de padrões de sequências recursivas: práticas e reflexões de uma pedagoga em formação

Abstract

This text presents an experience report that aims to carry out an analysis of a teacher in initial training, seeking to identify knowledge mobilized in a teaching-learning practice of recursive sequence patterns. The aforementioned practice comprised the planning and development of a teaching and learning task on the generalization of patterns with recursive sequences to introduce algebraic thinking, using the Theory of Objectification (OT) as a theoretical reference, which offered the basis for the teaching process- learning and the aspects that involve the development of algebraic thinking, and which has as its creator and main researcher, Luís Radford. Furthermore, the algebraic thinking approach is also based on combining the author's previous experiences as a teacher of educational robotics for children in early childhood education and in the early years of elementary school in constant use of pattern identification materials, and mathematics in its algebra thematic unit. The planned task was applied in a multigrade class of 1st and 2nd years of elementary school, with children aged 6 to 8, called “Grupo Cores” at the Hegésippo Reis State School, located in Natal, capital of Rio Grande do Norte; and aimed to analyze the formative contributions, based on a task of generalizing patterns for the introduction of algebraic thinking in the first years of Elementary School, as well as reflecting on the relationship between theory and practice, starting from a problem involving recursive sequence. The results reflected participatory, collaborative teaching, in which students and teachers worked together towards a common objective, solving the task. In addition to the notoriety of the meeting between theory and practice, for the introduction of algebraic thinking in the children who were the target of the research.