Algebraic thinking: an analysis of textbooks from the final years of elementary school
DOI:
https://doi.org/10.5007/1981-1322.2021.e80794Abstract
With the publication of the National Common Curricular Base - BNCC for Elementary School in December 2017, the purpose of teaching algebra became the development of algebraic thinking. In view of this, this work aimed to investigate whether problems proposed about recursive sequences, which configure one of the contents that make up the Algebra unit, are being explored in textbooks of the final years of Elementary School in order to contribute to the development of algebraic thinking. Based on the characteristics of the algebraic thinking of Almeida and Câmara (2017) and on the essential elements of a problem according to Malaspina (2017), this study is understood to be of a qualitative approach and of documentary nature, in which the interpretative analysis approach was adopted. From the study carried out it was found that there is evidence of a reorientation of textbooks of Elementary School towards an algebraic education that aims at the development of algebraic thinking, as directed by the BNCC.
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