BRAZILIAN TEXTBOOK FOR THE FOURTH YEAR OF ELEMENTARY SCHOOL: KNOWLEDGE FOR THE TEACHER TO TEACH MATHEMATICS

Abstract

The National Curricular Common Base (BNCC) highlights the teaching of Algebra from the early grades of Elementary School. The objective of this article was to discuss and map the mathematical knowledge of teachers in the early years of Elementary School about numerical sequences and patterns. In the methodological part, this research stood in the qualitative perspective, having been elaborated and applied an activity for analysing the resolution strategies of volunteer teachers located in the early years of Elementary School, working at São Paulo’s State Education Network. We verified that the mathematical knowledge of the teachers of the initial years were situated at the intuitive level, using logic associated to the four fundamental arithmetic operations to find the next term of numerical sequences, revealing a reasonable perception of the regularity pattern involved. However, the mathematical vocabulary and knowledge in relation to the theme of sequences would need to be reworked.