Pensamento algébrico na perspectiva do ensino desenvolvimental de Elkonin Davydov: um estudo com professoras dos anos iniciais

Abstract

This dissertation deals with the teaching of algebra from the perspective of developmental teaching, applying some tasks and bringing the exploration from some records and verifying the acceptance to work Algebraic thinking from the perspective of Developmental Teaching. The sight of it. the proposal of the Elkonin-Davydov theory was chosen and used for this investigation. To measure the understanding of algebraic thinking, qualitative research was carried out with the data collected in the workshops with the pedagogues of a municipal school in Rio Grande, RS. Data were collected from records, such as the recordings with the pedagogues of the 5 workshops, in which 10 teachers participated, the copies of the tasks carried out in the school weekly, in a period of five weeks. Two questionnaires were applied: one before and the other at the end of the workshops, where the teachers' attitudes towards algebraic thinking and its possible applications in the classroom were analyzed. The analysis was carried out in two stages, through the six actions of the study activity, in the classes and the evaluation of the tasks in each workshop. The teaching strategies or processes used during this investigation showed an open way to apply algebraic tasks in order to build their understanding in the early years of schooling. Despite the initial predominance of empirical thinking in the understanding of magnitudes by the research subjects, it was possible to reconstruct the vision of the concepts from the perspective of theoretical thinking through the work carried out and with the evidence present in the records. The incentive to learn something new, professional support and the organization of teaching allowed carrying out the study activity, which is essential to show the presence of a possible adaptation in teaching in the early years through pedagogues duly prepared to make these small changes in their classes. This way of organizing Mathematics teaching in the early years of school life allows contemplating algebraic thinking in the first days at school, as proposed in Developmental Teaching.