<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100211</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-26</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento do pensamento algébrico de professores dos anos iniciais no contexto da formação continuada]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo del pensamiento algebraico en docentes desde los primeros años en el contexto de la educación continua]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of algebraic thinking in early years teachers in the context of continuing education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Fernanda Cristina Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moretti]]></surname>
<given-names><![CDATA[Vanessa Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As discussões sobre o ensino da álgebra nos anos iniciais do ensino Fundamental têm sido tema de pesquisas nas últimas décadas e se intensificaram nos últimos anos, sobretudo com a nova Base Nacional Comum Curricular. Investigações relacionadas à formação de professores que ensinam matemática nos anos iniciais tornam-se relevantes na medida em que o professor é o responsável pela organização do ensino, estando diretamente relacionado ao movimento de aprendizagem dos estudantes. Neste artigo, apresentamos o recorte de uma pesquisa, fundamentada na perspectiva Histórico-Cultural, que teve como objetivo investigar o desenvolvimento do pensamento algébrico de professores dos anos iniciais, considerando o pensamento algébrico como o pensamento teórico mediado por conceitos algébricos. Os aspectos metodológicos pautaram-se no materialismo histórico-dialético e a produção de dados se deu por meio de um experimento formativo organizado com base na Atividade Orientadora de Ensino, com Situações Desencadeadoras de Aprendizagem que considerassem o movimento lógico-histórico da álgebra, com vistas à aproximação da essência da álgebra e dos nexos conceituais algébricos. O recorte de análise traz cenas do movimento formativo de uma das professoras participantes do experimento, permitindo a identificação de possíveis superações no modo de a professora definir o que é álgebra, além de sua compreensão sobre a fluência, variação de grandezas, variável e campo de variação, num movimento do geral para particular, isto é, da busca de regras gerais que resolvam as situações particulares. Tais movimentos de aproximação dos nexos conceituais e da essência da álgebra pela professora remetem ao processo de desenvolvimento do pensamento algébrico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las discusiones sobre la enseñanza del álgebra en los primeros años de la educación primaria han sido objeto de investigación en las últimas décadas y se han intensificado en los últimos años, especialmente con la nueva Base Nacional Común Curricular. Las investigaciones relacionadas con la formación de profesores que enseñan matemáticas en los primeros años se vuelven relevantes ya que el profesor es responsable de organizar la enseñanza, estando directamente relacionado con el movimiento de aprendizaje de los estudiantes. En este artículo, presentamos un recorte de una investigación, fundamentada en la perspectiva Histórico-Cultural, que tuvo como objetivo investigar el desarrollo del pensamiento algebraico en profesores de los primeros años, considerando el pensamiento algebraico como el pensamiento teórico mediado por conceptos algebraicos. Los aspectos metodológicos se basaron en el materialismo histórico-dialéctico y la producción de datos se realizó a través de un experimento formativo organizado en base a la Actividad Orientadora de Enseñanza, con Situaciones Desencadenantes de Aprendizaje que consideraran el movimiento lógico-histórico del álgebra, con el objetivo de acercarse a la esencia del álgebra y a los vínculos conceptuales algebraicos. El recorte de análisis presenta escenas del movimiento formativo de una de las profesoras participantes en el experimento, permitiendo la identificación de posibles superaciones en la forma en que la profesora define qué es el álgebra, además de su comprensión sobre la fluidez, variación de cantidades, variable y campo de variación, en un movimiento de lo general a lo particular, es decir, de la búsqueda de reglas generales que resuelvan situaciones específicas. Tales movimientos de aproximación a los vínculos conceptuales algebraicos y la esencia del álgebra por parte de la profesora se refieren al proceso de desarrollo del pensamiento algebraico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Discussions on the teaching of algebra in the early years of Elementary School have been the subject of research in recent decades and have intensified in recent years, especially with the new National Common Curricular Base. Investigations related to the training of teachers who teach mathematics in the early years become relevant as the teacher is responsible for organizing the teaching, being directly related to the students' learning process. In this article, we present a segment of a research, grounded in the Cultural-Historical perspective, which aimed to investigate the development of algebraic thinking in early years teachers, considering algebraic thinking as theoretical thinking mediated by algebraic concepts. The methodological aspects were based on historical-dialectical materialism, and data production was carried out through a formative experiment organized based on the Teaching Guiding Activity, with Learning Triggering Situations that considered the logical-historical movement of algebra, aiming at approaching the essence of algebra and algebraic conceptual nexus. The analysis segment presents scenes from the formative movement of one of the participating teachers in the experiment, allowing the identification of possible improvements in the way the teacher defines what algebra is, in addition to her understanding of fluency, variation of quantities, variable, and range of variation, in a movement from the general to the particular, that is, from the search for general rules that solve specific situations. Such movements of approaching conceptual nexus and the essence of algebra by the teacher refer to the process of developing algebraic thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pensamento algébrico]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento teórico]]></kwd>
<kwd lng="pt"><![CDATA[Nexos conceituais algébricos]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada de professores dos anos iniciais]]></kwd>
<kwd lng="pt"><![CDATA[Atividade Orientadora de Ensino]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento algebraico]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento teórico]]></kwd>
<kwd lng="es"><![CDATA[Vínculos conceptuales algebraicos]]></kwd>
<kwd lng="es"><![CDATA[Formación continua de profesores de los primeros años]]></kwd>
<kwd lng="es"><![CDATA[Actividad Orientadora de Enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Algebraic thinking]]></kwd>
<kwd lng="en"><![CDATA[Theoretical thinking]]></kwd>
<kwd lng="en"><![CDATA[Algebraic conceptual nexus]]></kwd>
<kwd lng="en"><![CDATA[Ongoing training for early years teachers]]></kwd>
<kwd lng="en"><![CDATA[Teaching Guiding Activity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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