O enigma do bichano: conectando literatura com o pensamento algébrico

Abstract

This research is of a qualitative nature and had the general objective of understanding the characteristics of algebraic thinking in order to, from this, elaborate a literary-mathematical narrative that helps in the teaching and learning Algebra in the early years of Elementary School. Initially, we invented the strategies used for teaching and learning Algebra in contemporary times. Afterwards, we carried out a survey of official national documents (National Curricular Parameters – PCNs, National Literacy Pact at the Right Age – PNAIC and National Common Curricular Base – BNCC), in order to understand how Algebra is inserted in the Brazilian curriculum as an area of knowledge to be worked on since the early years of elementary school. We also seek to understand the central points of algebraic reasoning, according to Kaput (2008), and the characteristics of this mathematical thinking in the view of some authors, such as Lins and Gimenez (2001) and Blanton and Kaput (2005). History in which Algebra was present, we sought theoretical support in the studies of Montoito (2011, 2020), Cunha (2019), Maria (2009), Farias (2006) and Dalcin (2002), among other authors who discuss cognitive relationships between children's literature, storytelling and Mathematics. Finally, we present a literary-mathematical narrative aimed at children, composed of fable situations in which the main characters are felines that seek to unravel enigmas that are presented in the course of events; such history presents gaps that aim to be completed. The research concluded that it is possible to build a literature, with the purpose of stimulating the development of algebraic thinking in readers, using some of the objects of knowledge and skills recommended in the BNCC of the Algebra Thematic Unit of the early years of Elementary School.