Entre figuras e números: um olhar sobre a generalização para o desenvolvimento do pensamento algébrico nos anos finais do ensino fundamental

• Ano de defesa: 2025
• Autor(a) principal: Janner, Márcio Luís
• Orientador(a): Soares, Arlita da Silveira Soares
• Banca de defesa: Cesca Filho, Vitalino , Ferner Fernandes, Dienifer
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado Profissional em Matemática em Rede Nacional
• Departamento: Campus Caçapava do Sul
• País: Brasil
• Palavras-chave em Português: Ensino de álgebra; Padrões; Sequências numéricas e não numéricas; Generalização próxima e distante; Estratégias de generalização; Teaching algebra; Patterns; Numerical and non-numerical sequences; Near and far generalization; Generalization strategies
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10540

This study aims to characterize the performance of 7th, 8th, and 9th grade students at a municipal school in São Sepé in solving activities involving numerical and non-numerical sequences regarding pattern identification and generalization. To this end, a qualitative, descriptive approach was adopted. Data were collected in three stages from different sources. The first stage addresses the protocols of students from the three classes when responding to four activities involving pattern identification and generalization. The second stage addresses the discussions between the teacher/researcher and the students from the three classes during the revision of the activities developed in the first stage of the research. The third stage addresses the protocols of students from the three classes when responding to three activities involving pattern identification and generalization. Data analysis concluded that students most frequently used difference (recursive) as a strategy, indicating that close generalization was the most mobilized. The greatest difficulties were found in developing distant generalization, particularly in algebraic representation. Furthermore, students can be considered analytical, with their algebraic thinking evolving, and moments of discussion are essential in this development process.