Generalização de sequências de padrão por estudantes dos anos iniciais: : limites e possibilidades

João Alberto Da Silva; Alina Spinillo; Vania Finholdt Angelo Leite; Vinicius Carvalho Beck

doi:10.23925/1983-3156.2026.v28.e73217

Autores

João Alberto Da Silva Universidade Federal do Rio Grande https://orcid.org/0000-0002-5259-7748
Alina Spinillo Universidade Federal de Pernambuco https://orcid.org/0000-0002-6113-4454
Vania Finholdt Angelo Leite Universidade do Estado do Rio de Janeiro - UERJ https://orcid.org/0000-0003-4583-7165
Vinicius Carvalho Beck Instituto Federal Sul-riograndense – IFSul https://orcid.org/0000-0002-3005-6553

DOI:

https://doi.org/10.23925/1983-3156.2026.v28.e73217

Palavras-chave:

Generalização algébrica, Incógnita, Ensino fundamental, Sequência de padrão

Resumo

O estudo investigou a influência do tipo de sequência de padrão e da localização da incógnita na resolução de tarefas que requerem a generalização algébrica. Estudantes do 1º ao 5º ano do Ensino Fundamental foram solicitados a resolver um problema de sequência de padrão repetitivo e outro de padrão não-repetitivo. Em cada problema havia três perguntas relativas à posição da incógnita: posição imediata, próxima e distante. Em todos os anos escolares o desempenho foi melhor na sequência de padrão repetitivo do que na sequência de padrão não-repetitivo e quando a incógnita era imediata, seguida da próxima e da distante. O maior desafio, mesmo no 5º ano, consistiu na resolução de problemas de padrão não-repetitivo quando a incógnita era distante. Aspectos do desenvolvimento do pensamento algébrico relativos à generalização foram identificados, sendo apontadas implicações educacionais e questões a serem investigadas em pesquisas sobre a generalização algébrica e a identificação de padrões.

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Biografia do Autor

Alina Spinillo, Universidade Federal de Pernambuco

Doutora em Psicologia do Desenvolvimento

Vania Finholdt Angelo Leite, Universidade do Estado do Rio de Janeiro - UERJ

Doutora em Educação

Vinicius Carvalho Beck, Instituto Federal Sul-riograndense – IFSul

Doutor em Educação em Ciências

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