WEAVING MEANINGS OF ALGEBRA TEACHING IN THE TEACHING PRACTICES OF THE EARLY YEARS OF SCHOOLING

Visualizações: 48

Authors

DOI:

https://doi.org/10.56579/rei.v8i3.2756

Keywords:

Algebraic Reasoning, Conception, Teacher

Abstract

This study aims to discuss the conceptions of teachers in the Early Years of Elementary Education when developing six situations involving Algebra. The theoretical framework is based on studies conducted by Schliemann (2013), Blanton and Kaput (2005), among others. This is an empirical qualitative study carried out with 14 teachers who teach Mathematics in the Early Years of Elementary Education in a municipality located in the Extreme South of Bahia, Brazil. Data were collected individually, and the teachers did not receive any support in the development of the six situations. For the analysis, the situations were categorized by seven judges according to the selected theoretical framework. The results highlight the need for investments in continuing teacher education aimed at improving the teaching and learning of Algebra in the context of the Early Years of Elementary Education.

Downloads

Download data is not yet available.

Author Biographies

Thiago Santos Cintra, Southwest Bahia State University

PhD Candidate in Education at the Southwest Bahia State University (UESB), Master’s Degree in Science and Mathematics Education from the State University of Santa Cruz (UESC), and Bachelor’s Degree in Mathematics. Brazil, Bahia, and Eunápolis.

Marta da Silva Simões, State University of Santa Cruz

Master’s Degree in Science and Mathematics Education from the State University of Santa Cruz (UESC) and Bachelor’s Degree in Biological Sciences from the same institution. Brazil, Bahia, and Salvador.

Marilete Calegari Cardoso, Southwest Bahia State University

Full Professor at the Southwest Bahia State University (UESB), PhD in Education from the Federal University of Bahia (UFBA), with a postdoctoral fellowship from the Federal University of São Carlos (UFSCar). Leader of the GEPELINF research group and researcher at CRIEI, with a focus on early childhood education, playfulness, and childhood studies.

References

BARDIN, Laurence. Análise de conteúdo. Tradução de Luís Antero Reto e Augusto Pinheiro. São Paulo: Edições 70, 2016.

BLANTON, M.; KAPUT, J. Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education, v. 36, n. 5, p. 412-446, 2005.

BLANTON, M. L. et al. Early Algebra. In: VICTOR, J. K. (Ed.). Algebra: Gateway to a Technological Future. Columbia: The Mathematical Association of America, 2007.

BLANTON, M. L. et al. The Development of Children’s Algebraic Thinking: The Impact of a Comprehensive Early Algebra Intervention in Third Grade. Journal for Research in Mathematics Education, v. 46, n. 1, p. 39-87, 2015.

BOGDAN, R. C.; BIKLEN, S. K. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto, 1994.

BOOTH, L. Dificuldades das crianças que se iniciam em Álgebra. In: COXFORD, A. F.; SHULTE, A. P. (Orgs.). As ideias da álgebra. Trad. Hygino H. Domingues. São Paulo: Atual, 1995.

BORRALHO, A.; CABRITA, I.; PALHARES, P.; VALE, I. Os padrões no ensino e aprendizagem da Álgebra. In: VALE, T. P. A.; BARBOSA, L.; FONSECA, L.; SANTOS, P. C. (Orgs.). Números e Álgebra. Lisboa: SEM-SPCE, 2007.

BRASIL. Lei nº 9.394, de 20 de dezembro de 1996. Estabelece as Diretrizes e Bases da Educação Nacional. Diário Oficial da União, Brasília, DF, ano 134, n. 248, 23 dez. 1996.

BRASIL. Parâmetros Curriculares Nacionais: Matemática. Secretaria de Educação Fundamental. Brasília, DF: MEC/SEF, 1997.

BRASIL. Parâmetros Curriculares Nacionais: Matemática. Secretaria de Educação Fundamental. Brasília, DF: MEC/SEF, 1998.

BRASIL. Referencial Curricular Nacional para a Educação Infantil. Ministério da Educação e do Desporto, Secretaria de Educação Fundamental. Brasília, DF: MEC/SEF, 1998.

BRASIL. Base Nacional Comum Curricular (BNCC). Brasília, DF: Ministério da Educação, 2017.

CARRAHER, D.; SCHLIEMANN, A. D.; BRIZUELA, B. M. Early Algebra, Early Arithmetic: Treating Operations as Functions. [S. l.]: [s. n.], [s. d.]. Disponível em: https://www.researchgate.net/publication/333245675_Early_Algebra_Early_Arithmetic_Treat. Acesso em: 22 set. 2022.

COXFORD, A. F.; SHULTE, A. P. (Orgs.). As ideias da álgebra. Trad. Hygino H. Domingues. São Paulo: Atual, 1995.

KAPUT, J. J. Teaching and learning a new algebra with understanding. National Center for Improving Student Learning and Achievement in Mathematics and Science, Massachusetts, p. 1-34, 2000. Disponível em: https://eric.ed.gov/?id=ED441662. Acesso em: 22 set. 2022.

KAPUT, J. J. What is algebra? What is algebraic reasoning? In: Algebra in the Early Grades. USA: Routledge, 2008.

LINS, R. C.; GIMENEZ, J. Perspectivas em aritmética e álgebra para o século XXI. Campinas, SP: Papirus, 1997.

MAGINA, S. M. P.; OLIVEIRA, C. F.; MERLINI, V. L. O raciocínio algébrico no Ensino Fundamental: o debate a partir da visão de quatro estudos. EM TEIA – Revista de Educação Matemática e Tecnológica Iberoamericana, v. 9, n. 1, 2018.

MAGINA, S. M. P.; SANTOS, A.; MERLINI, V. L. O raciocínio de estudantes do Ensino Fundamental na resolução de situações das estruturas multiplicativas. Ciência e Educação (Bauru), v. 20, n. 2, p. 517-533, 2014.

NACARATO, A.; MENGALI, B.; PASSOS, C. A matemática nos anos iniciais do ensino fundamental: tecendo fios do ensinar e do aprender. Belo Horizonte: Autêntica Editora, 2015.

PONTE, J. P.; BRANCO, N.; MATOS, A. Álgebra no ensino básico. Lisboa: DGIDC, 2009.

SCHLIEMANN, A. D. et al. Equations in Elementary School. In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. Kiel, Germany: PME, 2013. v. 4.

SISKIN, Z. Concepções sobre a álgebra da escola média e utilizações das variáveis. In: COXFORD, A. F.; SHULTE, A. P. (Orgs.). As ideias da álgebra. Trad. Hygino H. Domingues. São Paulo: Atual, 1995.

SOUZA, M. M. L. de A. A Early Álgebra na concepção de professoras da educação infantil e dos anos iniciais do ensino fundamental: antes e depois de uma formação continuada. 2021. Dissertação (Mestrado em Educação em Ciências e Matemática) – Universidade Estadual de Santa Cruz, Ilhéus, BA, 2021.

TABACH, M.; NACHLIELI, T. Classroom engagement towards using definitions for developing mathematical objects: the case of function. Educational Studies in Mathematics, v. 90, p. 163-187, 2015.

VIIRMAN, O. The function concept and university mathematics teaching. Dissertation (Doctorate in Mathematics Education) – Karlstad University, Faculty of Health, Science and Technology, Department of Mathematics and Computer Science, Karlstad, 2014.

YAMANAKA, O.; MAGINA, S. Um estudo da Early Algebra sob a luz da Teoria dos Campos Conceituais de Gérard Vergnaud. In: Encontro Paulista de Educação Matemática, 9., 2008, Bauru. Anais. São Paulo: SBEM/SBEM-SP, 2008.

Downloads

Published

2026-06-17

How to Cite

Cintra, T. S., Simões, M. da S., & Cardoso, M. C. (2026). WEAVING MEANINGS OF ALGEBRA TEACHING IN THE TEACHING PRACTICES OF THE EARLY YEARS OF SCHOOLING. Interdisciplinary Studies Journal, 8(3), 01–21. https://doi.org/10.56579/rei.v8i3.2756

Issue

Vol. 8 No. 3 (2026): REVISTA DE ESTUDOS INTERDISCIPLINARES

Section

ARTICLES

License

Copyright (c) 2026 Interdisciplinary Studies Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The Journal of Interdisciplinary Studies adopts the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows for sharing and adapting the work, including for commercial purposes, provided proper attribution is given and the original publication in this journal is acknowledged.

Metrics