TEACHING ALGEBRA IN THE EARLY YEARS: THE ANALYSIS OF CONTINUING EDUCATION FROM THE VIEW OF TEACHERS

Abstract

The aim of this study is to analyze the implications that a hybrid continuing education, focused on Early Algebra, has brought to the course-teachers of this formation. This in-service training was carried out with a group of eight teachers from the Initial Years of Elementary School, whose mathematical object refers to the development of algebraic reasoning, called Early Algebra. As for the analysis, it is a qualitative approach, having as theoretical support the studies carried out within the scope of Early Algebra. The results indicate that the training process enabled the teachers to appropriate and expand Early Algebra; allowed qualitative advances in the conceptual and didactic perspective by sharing experiences, discussing and reflecting on their own practices, contributing to the development of their algebraic reasoning, and consequently, of their students.

Keywords

• formação continuada. early algebra. anos iniciais.