CONSTRUCTION OF ARITHMETIC-ALGEBRAIC THINKING IN A SOCIO-CULTURAL INSTRUCTIONAL APPROACH

• DOI: 10.37572/EdArt_28022377411

• Palavras-chave: gradual generalization, socio-cultural approach, arithmetic-algebraic thinking.

• Keywords: gradual generalization, socio-cultural approach, arithmetic-algebraic thinking.

• Abstract:

  We present the results of a research project on arithmetic-algebraic thinking that was carried out jointly by a team in Mexico and another in Quebec[1]. The project deals with the concepts of variable and covariation between variables in the sixth grade at the elementary level and the first, second, and third years of secondary school – namely, children from 11 to 14 years old. We target secondary students (first year or K7) in this article. Our objective relates to the development of a gradual generalization in arithmetic-algebraic thinking in a socio-cultural approach to the learning of mathematics. We experimented with investigative situations using a paper-and-pencil approach and technology. We analyze the emergence, in this context, of a visual abstraction, the production of institutional and non-institutional representations, a sensitivity to contradiction, and, finally, the concepts of variable and of covariation between variables.

• Número de páginas: 15