Os reflexos do desenvolvimento da álgebra para o ensino de equações no ensino básico

Abstract

This research aims to offer contributions to Mathematics Education focused on teaching and learning algebraic equations, in an attempt to present the trajectory of algebra through the contributions of some peoples throughout the history and to understand how different conceptions can help in the approach of teaching and content development in current Basic Education. In this line, a documentary analysis is proposed, defined as a qualitative methodology and characterized as bibliographical research, through a typically historical approach by the cultures and peoples that influenced the construction of the first developments in algebra. Therefore, the object of study of this research is based on data collected in the works of Eves (2011), Roque (2012), Boyer (1974) and Garbi (2010) and the normative documents of education in the State of São Paulo at the stage of elementary School. The main question that will lead the research was defined as follows: How can the different conceptions attributed to algebra contribute to the approach to teaching algebraic equations in basic education?