ALGEBRAIC THINKING IN THE EARLY YEARS OF SCHOOL TRAJECTORY: A SYSTEMATIC LITERATURE REVIEW

Abstract

Recognizing the relevance of teaching algebra, and especially the development of algebraic thinking, from the early years of basic education onwards, this research aimed to present the knowledge necessary for teaching this subject and examine the scientific community's proposals for its promotion at this level of education through a qualitative, bibliographic, and descriptive Systematic Literature Review (SLR). The review search, conducted using English-language descriptors, encompassed international repositories and widely recognized databases in the fields of Education and Teaching. Four studies met the established protocol, highlighting the importance of interpretative knowledge, the exploration of patterns and relationships, and functional understanding as foundations for the development of algebraic thinking. The studies emphasized the use of repetitive sequences of varying lengths, the approach to functions as autonomous mathematical entities, and the importance of describing and interpreting regularities. Furthermore, they highlighted gaps in the mathematical and pedagogical knowledge of teachers working in the early years, with a focus on algebra. This situation highlights the need for expanding research that deepens our understanding of this knowledge, in order to support more robust and qualified teacher training for teaching algebra from the initial stages.