Pensamento algébrico nos anos finais do Ensino Fundamental: um olhar sobre a produção escrita de professores

Abstract

Given the prominence of algebraic thinking in the Algebra thematic unit outlined in the BNCC, this study examines the conceptions of six basic education teachers regarding teaching and content related to the subject. The research was conducted during the course on Methodological Foundations of Science and Mathematics Education, part of the Professional Master’s Degree in Exact Sciences Teaching (Mathematics), offered by UFSCar, Sorocaba campus. The theoretical framework adopted was the model proposed by Almeida and Santos (2017), which was used to identify and recognize its non-hierarchical categories. The data were derived from written reports provided by the master’s students as part of an activity developed during the course, following a qualitative research approach. The results highlight both converging and diverging perspectives on algebraic thinking, as discussed in the relevant literature.