MATHEMATICAL MODELLING AND ALGEBRAIC THINKING IN THE 6th GRADE OF ELEMENTARY SCHOOL

Abstract

This paper aims to investigate how Mathematical Modelling activities, from the perspective of Model-Eliciting Activities (MEAs), can contribute to the development of algebraic thinking in the 6^th Grade of Elementary School. In order to do that, a Mathematical Modelling activity was developed in this perspective in a 6^th Grade class, with students from 11 to 14 years old, from a State School located in the North of Paraná. The research was carried out within the scope of a Professional Master’ Degree in Mathematics Teaching and has a qualitative character, of an interpretative nature, whose analyzed data comes from audio, video and image recordings and from the students’ written productions. We found in the development of the activity the presence of the five forms of algebraic thinking, indicated by Kaput (1999), some more frequently than others, as the students used knowledge consistent with their age and grade, outlining that the forms of algebraic thinking can be developed over the school grades, enabling the establishment of structures capable of providing a basis for higher levels of abstraction and formalization. We also point out the potential of Mathematical Modelling activities, from the perspective of MEAs, to develop algebraic thinking, particularly with regard to the production of mathematical models.