ANALYSIS OF THE ALGEBRAIC THINKING APPROACH IN THE CURRICULUM OVER TIME

• Autor(a) principal: Silva, Paulo Eugênio da
• Data de Publicação: 2023
• Outros Autores: Curi, Edda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14168
• topic: Ensino Fundamental; Pensamento Algébrico; Álgebra; Currículo; Enseñanza Fundamental; Pensamiento Algebraico; Álgebra; Currículo; Elementary School; Algebraic Thinking; Algebra; Resume

The present work aims to analyze the approach of algebraic thinking in the Algebra contents presented in the Curricula available over time, in particular, those adopted by the state of São Paulo in the Elementary School segment in the Final Years. Then, we present the studies of some authors who discuss algebraic thinking that justify the pertinence of the research, such as Blanton and Kaput (2005), Ponte, Branco and Matos (2009), Lima and Bianchini (2017), Gomes and Noronha (2020), Lins and Gimenez (2001). For this, a qualitative research was developed with analysis of the curricular documents available in Brazil over time, among them, the Curricular Guides (1975), the Mathematics Curriculum Proposal (1992), the National Curricular Parameters - PCN (1998), the National Common Curricular Base - BNCC (2017) and the São Paulo Curriculum (2019). In terms of the expected results, we consider that it is increasingly effective for understanding the Algebra teaching-learning process, studying and monitoring the expression of students' algebraic thinking in the classroom, as well as monitoring their respective learning in favor of cohesive curriculum documents that seek to understand what students learned after leaving school.