AN ANALYSIS OF BIBLIOGRAPHIES ON ALGEBRAIC THINKING IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This text is configured as a bibliographic review, and aims to analyze the bibliographies about algebraic thinking in the early years of schooling that were most cited in theses and dissertations, produced in Brazil in the last 30 years, that deal with the subject. Based on the texts most cited in dissertations and theses, three main aspects related to algebraic thinking in the early years were identified and discussed: the characterization of algebraic thinking, the ways to develop it and its importance in the early years of Elementary School. It is understood that the excerpts presented are only fragments of the authors' work, and not the entirety of reflections on the subject. However, from the analysis of the excerpts, it is evident that there are several characterizations for the ways of producing meanings for the objects and processes of algebra and for the organization of algebraic thinking. Some ways of developing algebraic thinking involve working with problem-situations, with argumentation, establishing of patterns, regularities, variation and modeling and in the association of algebra with arithmetic. It is possible to affirm that the authors share the idea that algebraic thinking can be developed from the early years of schooling, long before students' contact with formal algebraic language.