A compreensão dos futuros professores acerca do pensamento algébrico no curso de pedagogia da UFRN/Ceres

Abstract

In contemporary times, much research has been done, especially internationally, on the work with Algebraic Thinking in the Early Years of Elementary School. Since the approval of the Common National Curricular Base in late 2017, the teaching and learning of algebra have gained prominence in the Brazilian school context. This scenario highlights the importance of the initial training of the pedagogue who teaches mathematics. Considering the importance of the specialized mathematical knowledge of teachers in student learning and referencing the potentiality of working with Algebraic Thinking, this research aims to investigate the understanding evidenced by future teachers of the Early Years about the meaning of Algebraic Thinking. The theoretical basis of this study dialogues with the studies of Carrillo (2013), Blanton and Kaput (2005), Canavarro (2007), Squalli (2000), among others. In order to achieve this goal and answer our research question, we used a qualitative, interpretive approach. As an instrument to collect data and information, we used the elaboration and application of a questionnaire, whose data were analyzed according to the technique developed by Strauss and Corbin (2008). The main data found show that most of the future educators do not have solid knowledge about what Algebraic Thinking is.