Functional approach of early algebra in Brazilian schools: Where do we start from?
DOI:
https://doi.org/10.37001/ripem.v13i4.3354Keywords:
Early Algebra, Exploratory Study, Functional Approach, Elementary SchoolAbstract
The curricular guidelines of various countries (e.g., Brazil) require the introduction of ways of thinking and algebraic concepts in elementary Education. This approach connects with contents of the Primary Education curriculum, including verbal arithmetic problems and proportionality. In this direction, the objective of the study is to analyze the strategies used by Brazilian students in solving verbal problems with implicit functional relationships. The data collection was carried out by means of a questionnaire administered collectively, with individual answers, to students of 4th, 5th and 6th grades in their usual classrooms and without time limitation. The results show a predominance of the use of correspondence relations vs. scalars. Progression is detected in the performance of schoolchildren and favorable evolution in the use of successful strategies. They draw attention to the need to address teaching for the implementation of the functional approach of Early algebra.
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