Mathematical knowledge of training teachers in algebraic symbology

Abstract

The use of symbols and letters in secondary education is considered one of the obstacles in learning algebra, justified by the almost nonexistent understanding of the manipulation of algebraic symbolism. This is one of the reasons that prompted the initiative for the development of forms of algebraic thinking in primary education, seeking to favor the transition to secondary school mathematics by explicitly explaining the algebraic nature of basic mathematics. However, this implies training teachers at this educational level to face this introduction and development. The qualitative and exploratory study reported provides evidence of the mathematical activity that future teachers in training perform when solving tasks that involve algebraic symbolism. Analysis criteria related to relational thinking and meaning of literals were used to describe and categorize said mathematical activity. The results indicate that future teachers resort more frequently to particular cases and specific operations to tackle the tasks. This implies a change in the mathematical framework that teachers develop during their training.