ALGEBRAIC THINKING IN TEXTBOOKS OF THE FIRST YEAR OF ELEMENTARY SCHOOL
COMPARATIVE BETWEEN COLOMBIA AND BRAZIL
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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