Pensamento algébrico: contributo da visualização na construção da generalização
Algebraic Thinking: contribution of visualization in the construction of generalization

Isabel Vale, Ana Barbosa

Resumo


Para que os alunos sejam competentes em álgebra, devem compreender os conceitos e relações muito para além da manipulação simbólica, o que implica que o seu estudo se inicie nos primeiros anos com o desenvolvimento do pensamento algébrico. Naturalmente, a formação dos futuros professores deve acompanhar esta tendência. Assim, apresenta-se parte de um estudo de natureza qualitativa, no qual se procura caracterizar o pensamento algébrico de futuros professores do ensino básico (3-12 anos) na resolução de tarefas envolvendo padrões figurativos. Os resultados mostraram que os participantes usaram estratégias visuais e analíticas, tendo prevalecido as primeiras, e que as maiores dificuldades surgiram nas questões de generalização distante, frequentemente influenciadas pelo tipo de estratégias usadas.

For students to be competent in algebra, they must understand concepts and relationships far beyond mere symbolic manipulation, which implies that its study begins in the early years with the development of algebraic thinking, where the search for patterns and generalization in figurative contexts play a crucial role. Thus, we present part of a qualitative study, which seeks to analyze the algebraic thinking of future primary school teachers (3-12 years) in solving tasks involving figurative patterns. The results showed that the participants used visual and analytical strategies, having prevailed the former, and that the biggest difficulties.


Palavras-chave


Generalização, Visualização, Pensamento Algébrico.

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Referências


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DOI: https://doi.org/10.23925/1983-3156.2019vol21i3p398-418

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Direitos autorais 2019 Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática



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