<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362024000100112</article-id>
<article-id pub-id-type="doi">10.46551/emd.v8n14a13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pensamento algébrico nos Anos Iniciais do Ensino Fundamental: uma compreensão sobre as produções acadêmicas brasileiras]]></article-title>
<article-title xml:lang="es"><![CDATA[Pensamiento algebraico en la Primaria: una comprensión de las producciones académicas brasileñas]]></article-title>
<article-title xml:lang="en"><![CDATA[Algebraic thinking in Elementary School: the perception of regularities and relational thinking]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Matheus Duellberg Aniceto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Priscila Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Sesi Mogi das Cruzes  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Cruzeiro do Sul  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</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>
<numero>14</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362024000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362024000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362024000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o estudo propusemos mapear e discutir as pesquisas acadêmicas brasileiras cujo objeto de estudo foi o desenvolvimento do Pensamento Algébrico nos Anos Iniciais do Ensino Fundamental, no interstício de 2017 a 2023. A abordagem metodológica empregada é qualitativa, de tipologia mapeamento. Os resultados revelam uma crescente pesquisa envolvendo o Pensamento Algébrico no contexto da formação inicial e continuada dos professores que ensinarão e que ensinam Matemática nos Anos Iniciais, cabendo novas análises de pesquisas futuras para tentar identificar essas realidades, talvez considerando os componentes curriculares estudados nos cursos de formação inicial e o perfil deste professor que chegará à escola; também analisando os cursos ofertados para os professores que já ingressaram em alguma unidade escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con el estudio, nos propusimos mapear y discutir la investigación académica brasileña cuyo objeto de estudio fue el desarrollo del Pensamiento Algebraico en la Primaria, en el período de 2017 a 2023. El enfoque metodológico utilizado es cualitativo, de tipología de mapeo. Los resultados revelan una creciente investigación que involucra el Pensamiento Algebraico en el contexto de la formación inicial y continua de los docentes que enseñarán y enseñan Matemáticas en la Primaria, requiriendo nuevos análisis de futuras investigaciones para tratar de identificar estas realidades, tal vez considerando los componentes curriculares estudiados en los cursos de formación inicial y el perfil de este docente que llegará a la escuela; También se analizan los cursos ofertados a los docentes que ya se han incorporado a una unidad escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With this study, we proposed to map and discuss the Brazilian academic research that has as its object of study the development of Algebraic Thinking in Elementary School in the interstice from 2017 to 2023. The methodological approach employed is qualitative, of the mapping typology. The results reveal a growing body of research involving algebraic thinking in the context of the initial and continuing training of teachers who will teach and who teach mathematics in Elementary School, so further analysis of future research is needed to try to identify these realities, perhaps looking at the curricular components studied in the initial training courses and the profile of this teacher who will arrive at the school and also the courses offered to teachers who have already joined a school unit.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pensamento Algébrico]]></kwd>
<kwd lng="pt"><![CDATA[Anos Iniciais]]></kwd>
<kwd lng="pt"><![CDATA[Mapeamento]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Algebraico]]></kwd>
<kwd lng="es"><![CDATA[Primaria]]></kwd>
<kwd lng="es"><![CDATA[Mapeo]]></kwd>
<kwd lng="en"><![CDATA[Algebraic Thinking]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Mapping]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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