<b>Functional algebraic thinking in literacy: the use of results prediction in additive problems
Abstract
The aim of research is to identify characteristics of a functional algebraic thinking in problem-solving additives by students from Literacy Cycle, taking as a reference Theory of Conceptual Fields. The method used in the production of the data was the Research-Action. Note the use of prediction followed by counting strategy in the compare situation proposed to students of the third grade of elementary school. We conclude that compare situations, like this addressed in our research, can enhance the use of functional-algebraic strategies.
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