scholarly journals BNCC: uma análise das tarefas prescritas na unidade temática álgebra

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Izabella Oliveira ◽  
Luiz Márcio Santos Farias
Keyword(s):  
Early Algebra

Nos últimos anos, o desenvolvimento do pensamento algébrico ganha terreno em vários currículos dos anos iniciais, como é o caso da Austrália (MULLIGAN; CAVANAGH; KEANAN-BROWN, 2012) e dos Estados-Unidos. Essa ênfase se deve a uma corrente chamada Early Algebra que se interessa pelo desenvolvimento do pensamento algébrico desde a infância (BLANTON; KAPUT, 2011; CAI; KNUTH, 2011a; CARRAHER; SCHLIEMANN, 2007). No Brasil, o novo programa – BNCC (BRASIL, 2017) integra, de maneira explícita, o desenvolvimento de pensamento algébrico desde o 1º ano do ensino fundamental. Assim, para entender como esse desenvolvimento é contemplado na BNCC, esse artigo propõe analisar as tarefas prescritas na seção Álgebra da BNCC para o desenvolvimento do pensamento algébrico do 1° ao 5° ano do ensino fundamental, do ponto de vista da dupla abordagem didática e ergonómica (ROBERT; ROGALSKI, 2002). Para tal, fizemos uma pesquisa documental que teve como fonte a BNCC publicada em 2017. Uma análise qualitativa foi estruturada sobre os tipos de tarefas solicitadas e as variáveis associadas a cada uma das tarefas na unidade temática álgebra do 1° ao 5° ano. Os resultados mostram que a BNCC propõe uma trajetória rica e diversificada de tarefas, mobilizando diferentes variáveis que promoverão o desenvolvimento do pensamento algébrico..

scholarly journals Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement

2010 ◽  
Vol 36 (1) ◽  
Author(s):  
Joan Moss ◽  
Ruth Beatty
Keyword(s):  
Multiple Solutions ◽  
Knowledge Building ◽  
Deep Understanding ◽  
Early Algebra ◽  
Epistemic Agency ◽  
Knowledge Forum ◽  
Low Achieving Students ◽  
Diverse Backgrounds ◽  
Building Culture ◽  
And Mathematics

Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and practices that fostered deep understanding and broad participation. Students used the online Knowledge Building environment Knowledge Forum® to conduct their work and we illustrate how Knowledge Forum supported a Knowledge Building culture for mathematical learning and problem solving. Analyses of participation patterns and note content revealed practices consistent with Knowledge Building principles, specifically democratization of knowledge, with students at all achievement levels participating, and epistemic agency, with students providing evidence and justification for conjectures and generating multiple solutions to challenging problems.

scholarly journals O pensamento funcional e a capacidade de perceber o pensamento funcional de futuras educadoras e professoras dos anos iniciais

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Joana Cabral ◽  
Hélia Oliveira ◽  
Fátima Mendes
Keyword(s):  
Early Algebra

Este artigo propõe-se caracterizar o pensamento funcional de futuras educadoras e professoras (FEPs) e a sua capacidade de perceber (noticing) o pensamento funcional de alunos dos anos iniciais, no âmbito da resolução de tarefas sobre sequências pictóricas crescentes. Pretende-se, também, refletir sobre a relevância de uma intervenção centrada na Early Algebra na formação de FEPs. A metodologia adotada é qualitativa, sendo os dados recolhidos por meio da observação participante e da recolha documental. Os resultados evidenciam que a experiência contribuiu para o aprofundamento do pensamento funcional das FEPs e que, no que se refere à capacidade de perceber o pensamento algébrico dos alunos, as FEPs atendem a diversos aspetos chave que permitem caracterizar o seu pensamento funcional.

scholarly journals Early Algebra

2016 ◽  
Author(s):  
Carolyn Kieran ◽  
JeongSuk Pang ◽  
Deborah Schifter ◽  
Swee Fong Ng
Keyword(s):  
Early Algebra

scholarly journals “Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra

2019 ◽  
Vol 32 (4) ◽  
pp. 743-763
Author(s):  
Sharon M. Calor ◽  
Rijkje Dekker ◽  
Jannet P. van Drie ◽  
Bonne J. H. Zijlstra ◽  
Monique L. L. Volman
Keyword(s):  
Control Group ◽  
Early Algebra ◽  
Seventh Grade ◽  
Group Setting ◽  
Student Groups ◽  
Shift Problem ◽  
Mathematical Discussions ◽  
Post Test ◽  
Quasi Experimental ◽  
Problem Condition

Abstract We investigated whether early algebra lessons that explicitly aimed to elicit mathematical discussions (shift-problem lessons) invoke more and qualitatively better mathematical discussions and raise students’ mathematical levels more than conventional lessons in a small group setting. A quasi-experimental study (pre- and post-test, control group) was conducted in 6 seventh-grade classes (N = 160). An analysis of the interaction processes of five student groups showed that more mathematical discussions occurred in the shift-problem condition. The quality of the mathematical discussions in the shift-problem condition was better compared to that in the conventional textbook condition, but there is still more room for improvement. A qualitative illustration of two typical mathematical discussions in the shift-problem condition are provided. Although students’ mathematical levels were raised a fair amount in both conditions, no differences between conditions were found. We concluded that shift-problem lessons are powerful for eliciting mathematical discussions in seventh-grade shift-problem early algebra lessons.

Primary school students’ strategies in early algebra problem solving supported by an online game

2013 ◽  
Vol 84 (3) ◽  
pp. 281-307 ◽  
Author(s):  
Marja van den Heuvel-Panhuizen ◽  
Angeliki Kolovou ◽  
Alexander Robitzsch
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Early Algebra ◽  
Online Game ◽  
Primary School Students ◽  
School Students

scholarly journals The Initial Algebraic Knowledge of Preservice Teachers

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2117
Author(s):  
Alberto Zapatera ◽  
Eduardo Quevedo
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Student Teachers ◽  
Algebraic Thinking ◽  
Early Algebra ◽  
Primary School Students ◽  
Training Process ◽  
School Students ◽  
Starting Point ◽  
Single Solution

Early algebra proposes to incorporate algebra in primary school from the first years of schooling. The success of this incorporation depends, to a large extent, on the training of teachers, so the objective of this article is to study whether the degree of algebraic knowledge of student teachers at the beginning of their training. To conduct this, 106 preservice teachers were given a questionnaire. This survey is based on two daily life situations. They had to propose tasks to develop algebraic reasoning in primary school students. Most of the participants designed tasks in which they assigned specific values to the indeterminate ones and solved them arithmetically. In this way, they transformed open situations and numerous opportunities to promote algebraic thinking in students through the generalization and representation of relationships and functions into closed single-solution problems that do not promote algebraic thinking. We can see from the results that the participants’ algebraic knowledge is insufficient. Therefore, it is necessary to include in their training process the programs and experiences that will allow them to design tasks in order to detect and promote algebraic thinking in their future students. Sequences of tasks are presented to develop both situations by generalizing and representing relationships and functions, which can serve as a starting point for future training programs and experiences.

scholarly journals Introducing Engineering Concepts Into The Early Algebra Classroom

2020 ◽  
Author(s):  
Claudia Morrell ◽  
Taryn Bayles ◽  
Anne Spence
Keyword(s):  
Early Algebra
Sign in / Sign up

Export Citation Format

Share Document