Resumo

SILVA, Danielle Abreu  e  PASSOS, Cármen Lúcia Brancaglion. (RE)VIEWING THE CONTINUOUS TRAINING OF TEACHERS AND THE ALGEBRAIC THINKING IN THE EARLY YEARS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2023, vol.32, n.71, pp.255-273.  Epub 22-Abr-2024. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p255-273.

This article aims to understand what teaching learning occurs in the reflexive movement of (re)seeing tasks linked to the thematic unit Algebra in the first years of schooling, specifically in 1st, 2nd, and 3rd year classes, with teachers who teach Mathematics. The theoretical framework discusses the inclusion of algebraic thinking in the early years, as well as the continuing education of teachers. To do so, we used a qualitative study, with a view to collaborative work, in the context of a public school, whose data production instruments derive from interactions provided from synchronous virtual meetings (Google Meet) in the Collective Pedagogical Work Activity (ATPC) schedule. The results point to the need for investigative works that indicate “how” to think about tasks that contribute to the development of algebraic thinking, expanding the teacher’s specialized knowledge.

Palavras-chave : continuing education; algebraic thinking; early years.

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