Indícios do pensamento algébrico e a prática docente em episódios de resolução de tarefas

Abstract

This qualitative research, with an interpretative nature, aimed, from evidence of algebraic thinking recognized in students' productions and interactions, to discuss the organization of pedagogical spaces and teaching practice in Task Resolution Episodes. The research was carried out with 8th grade elementary school classes in a public school in Londrina, Paraná. Five episodes of task resolution were planned and developed, involving mathematical content with the potential to explore evidence of algebraic thinking. The analysis was based on excerpts from dialogues and some written productions of groups of students when developing two of the five elaborated tasks. Task Resolution Episodes is taken as a teaching strategy in which students, organized in small groups, become protagonists of their learning processes, and the teacher, mediator of this process through planned interventions. Monitoring and investigating the students' discussions and productions allowed recognizing evidence of algebraic thinking, through which the teacher had the opportunity to collect information to regulate the teaching and learning processes, evidencing a planning that considers the student's production not just curricular goals. Finally, as an educational product of this research, a sequence of 5 tasks was elaborated with pedagogical guidelines for the teacher/reader to organize their teaching practices, with a view to enhancing evidence of algebraic thinking in episodes of task resolution.