The algebraic thinking of 5th grade students: an analysis based on Luis Radford's layers of generality

Abstract

This production aims to present some results of a research whose objective was to analyze the algebraic learning evidenced in episodes of joint work with students from the 5th year of Elementary School, based on general layers of algebraic thinking from the Theory of Objectivation. Thus, algebraic learning was analyzed in episodes of joint work, following the recursive movements of Discursive Textual Analysis. The units of analysis were listed as: episodes of joint work and algebraic learning. Given this, as a result, it was identified that signs of algebraic learning in its factual layer and contextual layer of understanding. It is worth noting that the regularity of the sequences is more easily objectified by students, however, in some episodes it was possible to identify the Covariational relationship of the sequences. Therefore, given that it is possible to identify signs of algebraic learning, it is suggested that future research looks at the possibilities of teacher interventions in this joint work in order to favor the encounter with forms of algebraic knowledge.