ALGEBRAIC THINKING IN TEXTBOOKS OF THE FIRST YEAR OF ELEMENTARY SCHOOL

COMPARATIVE BETWEEN COLOMBIA AND BRAZIL

Authors

DOI:

https://doi.org/10.4025/imagenseduc.v11i3.50582

Keywords:

algebraic thinking; textbook; tasks

Abstract

This article aims to identify the types of tasks for teaching sequences and patterns in a textbook of the first year of elementary school in Colombia and Brazil. The adopted methodology was based on a qualitative documental approach, in which the tasks that promoted sequences and patterns were analyzed. For analysis we selected the most used books in both countries. We identified as results that the tasks analyzed in the Colombian textbook showed a greater promotion of the study of sequences and patterns, than that identified in the Brazilian textbook. In general, the organization and proposal of the Colombian book promotes greater reflection and access to mathematical content. We also emphasize the need for changes in the way the tasks are addressed in the textbook and evidence the lack of research in this area.

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Author Biographies

  • Edvonete Souza de Alencar, Universidade Federal de Grande Dourados - UFGD

    Doutora en Educación Matemática pela Pontifícia Universidade Católica de São Paulo (PUC/SP). Profesora do Programa de Mestrado Educação Científica e Matemática da Universidade Federal da Grande Dourados (UFGD).

  • Martha Cecilia Mosquera Urrutia, Universidade Surcolombiana - USCO

    Doutora em Didáctica de la Matemática por la Pontíficia Universidad Católica de Valparaíso (PUCV). Profesora en Universidad Surcolombiana (USCO).

  • Maria Rosana Soares, Universidade Federal do Mato Grosso do Sul - UFMS

    Doutora em Educação Matemática pela Pontifícia Universidade Católica de São Paulo (PUC-SP).

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Published

2021-09-30

Issue

Vol. 11 No. 3 (2021)

Section

Ensino, Aprendizagem e Formação de Professores

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DECLARATION OF ORIGINALITY AND CESSATION OF COPYRIGHT

I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal. I also declare that once published in the Imagens da Educação, a publication of the IES (UEM, UEL, UFSM, Univali, Unioeste and UEPG), it will not be submitted by me or by any co-author to any other journal. In my name and in the name of co-authors, I shall cede the copyright of the above mentioned article to the Universidade Estadual de Maringá and I declare that I know that the non-observance of this norm may make me liable for the penalties contemplated in the Law for the Protection of Authors' Rights (Act 9609 of the 19th February 1998).

How to Cite

ALGEBRAIC THINKING IN TEXTBOOKS OF THE FIRST YEAR OF ELEMENTARY SCHOOL: COMPARATIVE BETWEEN COLOMBIA AND BRAZIL. (2021). Imagens Da Educação , 11(3), 17-40. https://doi.org/10.4025/imagenseduc.v11i3.50582
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