Analysis of Elementary School students’ algebraic perceptions and procedures
DOI:
https://doi.org/10.5212/PraxEduc.v.7i2.0005Abstract
This study aims to verify how students in elementary school see themselves in relation to mathematics and, at the same time, analyze the procedures used to solve algebraic tasks. These students in the 8th year of elementary school, and first and third years of high school, from two State schools in Passo Fundo/RS, answered a questionnaire about their own perceptions of the mathematics lessons, the subject mathematics and algebraic content. The analysis was based mainly on authors from the mathematical education and the historic-cultural psychology areas. It was verified that even among students who claimed to be happy with the idea of having mathematics classes several presented learning difficulties regarding algebraic contents, revealed by the procedures employed. It was concluded that it is necessary to design proposals with didactic sequences, mathematically and pedagogically based, which can efficiently optimize the appropriation of meaning from the concepts approached and their application in different situations.
Keywords: Basic education. Students’ perceptions. Algebraic procedures.
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