Banca de DEFESA: FÁBIO BELARMINO BEZERRA

Algebraic Thinking and pattern generalization tasks: a look at multimodal resources in a remote training meeting with early years teachers in the light of Objectivation Theory

Algebra Teaching, Algebraic Thought, Objectification Process, Multimodality, Continuous Remote Training, Joint Labor, Theory of Objectification

As the main guiding document in the Brazilian educational system, the National Common Core introduces algebra as the thematic unit to be addressed since the Early Years of Elementary School,  aiming mainly at contributing to the development of algebraic thought. Considering the necessity of establishing a connection between algebra teaching and the other thematic units, it is necessary to highlight the responsibility the early–year teacher has, which is expanding their knowledge, to perform this articulation safely. This context evokes the reflection upon the formation of early–year teachers, who develop skills for a wide range of possibilities regarding professional performance, beyond the classroom, yet fragile, which displays the constant need to fill gaps along with their formation. Therefore, mobilizations involve investments in continuous training, aiming at filling some gaps, among them, the comprehension of algebra teaching, which is the focus of this research. Hence, this study has as its first step the assessment of a continuity formative encounter, in a remote context, planned for Early-Year elementary school teachers, aiming at identifying evidence of objectification, starting from the analysis of activities with the generalization of patterns, according to the Theory of Object. Thus, analyses of conceptions related to algebraic thought, starting from teachers’ reflections and interactions during this study, were carried out. For the analysis, the concept of multimodality and its most varied resources were used as crucial artifacts to comprehend this theme, yet reflections on the importance of these resources in the mobilization of knowledge in the classroom. In these aspects, the materialization of algebraic thought vectors was not evidenced, but objectification processes and possible distinctions between algebraic and arithmetic generalizations, discussed within the perception of Joint Labor, presented by TO , which, amongst other aspects, prioritizes collectivity, solidarity, and the taking care of each other, during the process of producing knowledge were experienced.