Algebraic Thinking in on pattern sequence for the Early Years

an analysis of the 5th grade textbook

Authors

Abstract

Following the publication of the National Common Curricular Base in 2018, to adapt to the new guidelines of this normative document, it was necessary to modify and create new teaching resources to contribute to the teaching and learning of content related to the algebra thematic unit. In this context, the textbook, considered the primary resource used by teachers in their teaching, also had to adapt to the new document, especially regarding Mathematics, known as the science of patterns. The study of pattern sequences can contribute to building a foundation for understanding basic algebra concepts, specifically the notion of function. Therefore, this article presents a bibliographic study that aims to analyze how algebraic thinking, with a focus on pattern sequence content, is addressed in a 5th-grade elementary school textbook. The proposal is to analyze how algebraic thinking, with a focus on pattern sequence content, is addressed in the textbook. After analysis, we can observe that the book addresses issues related to the selected content, but some proposed questions have untapped potential for constructing sequence generalization, such as the sequence of even natural numbers. We also conclude that it is not enough for the textbook to provide tasks that foster the development of algebraic thinking; the teacher must use it to foster this development.

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Author Biographies

Sara Inês dos Anjos de Almeida, Universidade Estadual de Santa Cruz

Graduated in Mathematics from the Federal University of Recôncavo da Bahia (UFRB) of the Teacher Training Center (CFP). Currently, she is a master's student in Science and Mathematics Education at the State University of Santa Cruz (PPGECM-UESC). Member of the REPARE research group (Reflection, Planning, Action, Reflection in Mathematics Education) in EdMat, which has researchers from several institutions, such as UFPE, UPE, UFABC, UERJ, UFU, UESB, FURG and involving 6 different states (BA, PE, RJ, MG, SP, RS). She was a member of the Academic Directory of Mathematics (DAMAT-UFRB), acting as coordinator of Scientific and Cultural Affairs (Semesters 2019.2 - 2020.2). She was a scholarship holder for Teaching Initiation - PIBID (2018 - 2019 / CAPES) and the Pedagogical Residency Program - RP (2020-2022). She participated in the Manipulable Materials Project for Teaching and Learning Mathematics (2018-2023) and in FormAção: Training and Extension Program for Mathematics Education in Recôncavo. In 2023, she worked as a monitor for the Oguntec preparatory course promoted by the Steve Biko Cultural Beneficent Institute.

Sandra Maria Pinto Magina, Universidade Estadual de Santa Cruz

Sandra Maria Pinto Magina completed her first postdoctoral studies at the University of Lisbon (2006) and her second at the University of Salamanca (2019-2020). She completed her PhD in Mathematics Education at the University of London in 1994. She was a professor at the Pontifical Catholic University of São Paulo between 1994 and 2014, when she left as a full professor. She was a visiting professor at the State University of Santa Cruz -- UESC/BA between 2012 and 2014, when she took the competitive exam and is currently an Adjunct Professor at UESC/BA. She was the coordinator of the Master's Degree in Mathematics Education at UESC between 2014 and 2017. She is the leader of the REPARE (Reflection, Planning, Action, Reflection in Mathematics Education) research group in EdMat, which has researchers from several institutions, such as UFPE, UPE, UFABC, UERJ, UFU, UESB, FURG and involving 6 different states (BA, PE, RJ, MG, SP, RS). She has extensive experience in human resources training, having supervised more than 80 studies between master's, doctorate and post-doctorate degrees. She also works as an undergraduate student, supervising just over 20 scientific initiation and course completion works (TCC). She received the CNPq/PIBIC award (2005) and the CAPES award (2010) as an IC project and doctoral thesis advisor, respectively. She has participated in 16 research projects, 10 of which she coordinated, most of which were funded by research funding agencies (CNPq, CAPES, FAPESP, FAPESB). She is currently participating as coordinator of a research project involving the theme Early Algebra, funded by CNPq and UESC. She works in the area of ​​Education, with an emphasis on concept formation. In her professional activities, she has interacted with approximately 60 collaborators, either in partnerships on research projects or as co-authors of scientific papers. She has been a reviewer for CAPES, CNPq, FAPESP and FAPESB, in addition to some journals with Qualis A and B.

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Published

2025-12-30

How to Cite

dos Anjos de Almeida, S. I., & Pinto Magina, S. M. (2025). Algebraic Thinking in on pattern sequence for the Early Years: an analysis of the 5th grade textbook. Revista Paranaense De Educação Matemática, 14(35), 01–22. Retrieved from https://periodicos.unespar.edu.br/rpem/article/view/10510

Issue

Vol. 14 No. 35 (2025): set.-dez.

Section

Artigos Científicos

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