Algebraic thinking in primary school: a challenge for teacher training

Authors

  • Liliana Bayona Sánchez Universidad Santo Tomás de Bogotá Colombia

DOI:

https://doi.org/10.31639/rbpfp.v13i27.493
Abstract views: 462 / PDF downloads: 278

Keywords:

teoría de la objetivación, enseñanza, aprendizaje, pensamiento algebraico, formación docente.

Abstract

The following article is a semiotic analysis of the written, oral, and gesture productions of a fifth-grade student from a school in Bogotá, Colombia, while performing a pattern sequence task. This analysis was performed within the algebraic thinking research conducted by the Pedagogy and Didactics line of the doctoral programme in Education of Santo Tomás University in Bogotá, Colombia. First, the interpretation of the productions made by the student shall be conducted. Then, the semiotic objectification methods occurring shall be described. Then, the analyticity component shall be analysed. Finally, the type of generalisation shall be established. Subsequently, the importance of the teacher having broad didactic knowledge to properly interpret the productions made by students with regard to these types of tasks shall be highlighted.

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How to Cite

BAYONA SÁNCHEZ, L. Algebraic thinking in primary school: a challenge for teacher training. Formação Docente – Revista Brasileira de Pesquisa sobre Formação de Professores, [S. l.], v. 13, n. 27, p. 133–146, 2021. DOI: 10.31639/rbpfp.v13i27.493. Disponível em: https://revformacaodocente.com.br./index.php/rbpfp/article/view/493. Acesso em: 12 nov. 2024.