Pensamento algébrico nas aulas de matemática do ensino fundamental: possibilidades de trabalho em tempos de ensino remoto

Abstract

We present a research on working with algebraic thinking in Mathematics classes of the 8th grade of Elementary School in a Brazilian public school. Based on experiences developed in a period of emergency remote teaching, due to the Covid-19 Pandemic and the suspension of face-to-face classes, we analyze classes and tasks offered in the Moodle Virtual Learning Environment. Our purpose is to evaluate the development of a work on algebraic thinking in synchronous mathematics classes and asynchronous tasks, observing relationships between quantities and representing them in general, using words, symbols or mathematical sentences, but avoiding pure and simple symbolic manipulation. We used as empirical material the transcription of synchronous classes and discussions through chat and the tasks available for asynchronous work. Results indicate that the development of algebraic thinking through patterns and generalizations can be facilitated through problem solving in an exploratory and investigative perspective. In times of remote teaching and when considering the specificities experienced by students and teachers, we reinforce the need for a more contextualized and meaningful work, which enables the development of students’ autonomy.