Elementary school students' algebraic thinking development in a Mathematics Club context: contributions of the cultural-historical theory

• Grant number: 22/06902-5
• Support Opportunities: Improvement in Public Education Program
• Start date: February 01, 2023
• End date: January 31, 2027
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Vanessa Dias Moretti
• Grantee: Vanessa Dias Moretti
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil
• Associated researchers: Flávia Dias de Souza ; IRAJI DE OLIVEIRA ROMEIRO ; Luis Radford ; Manoel Oriosvaldo de Moura ; Maria Lucia Panossian
• Associated scholarship(s): 25/06435-6 - MATH CLUB AT EMEF INFANTE DOM HENRIQUE SCHOOL: AUDIO VISUAL SUPPORT FOR THE SECOND TERM, BP.TT; 25/04465-5 - MATH CLUB ACTIVITIES AT EPG DORCELINA DE OLIVEIRA - AFTERNOON (YEAR 3), BP.EP; 25/01782-0 - MATH CLUB ACTIVITIES AT EMEF RUY BARBOSA - AFTERNOON (YEAR 3), BP.EP; + associated scholarships 24/20981-0 - Math Club and Algebraic Thinking: Designing Communication Strategies and Disseminating Results in the First Period, BP.TT; 25/00762-5 - EMEF RUY BARBOSA MATH CLUB MANAGEMENT (YEAR 3), BP.EP; 24/18013-6 - MATHEMATICS CLUB AT EPG DORCELINA DE OLIVEIRA FOLADOR SCHOOL: AUDIO VISUAL SUPPORT FOR THE SECOND TERM, BP.TT; 24/18888-2 - MATH CLUB AND THE DEVELOPMENT OF ALGEBRAIC THINKING IN THE LITERACY CYCLE: TECHNICAL SUPPORT FOR THE SECOND PERIOD (THIRD AND FOURTH YEAR) OF THE PROJECT., BP.TT; 24/19004-0 - Math Club and Algebraic Thinking: Elaboration of Communication Strategies and Dissemination of Results for the Second Period (third and fourth year) of Project Development., BP.TT; 24/21180-1 - MATH CLUB AND THE DEVELOPMENT OF ALGEBRAIC THINKING IN THE INTERMEDIATE CYCLE: TECHNICAL SUPPORT FOR THE SECOND PERIOD (THIRD AND FOURTH YEAR) OF PROJECT DEVELOPMENT., BP.TT; 24/23668-1 - MATHEMATICS CLUB ACTIVITIES AT EMEF RUY BARBOSA - AFTERNOON PERIOD (YEAR 3), BP.EP; 24/09814-5 - Math club and the development of algebraic thinking in the intermediate cycle of emef infante dom henrique: support technical support for the first period, BP.TT; 24/12780-5 - Math Club and Algebraic Thinking: Designing Communication Strategies and Disseminating Results in the First Period, BP.TT; 24/01878-4 - Mathematics Club at EPG Dorcelina de Oliveira Folador School: audio visual support for the first period, BP.TT; 23/06249-2 - Introductory activities of the Mathematics Club in EMEF Infante Dom Henrique: afternoon period, BP.EP; 23/06592-9 - Mathematics club at escola EMEF Infante Dom Henrique: audio visual support for the first period, BP.TT; 23/06591-2 - Introductory activities of the Mathematics Club at EMEF Infante Dom Henrique: morning period, BP.EP; 23/05238-7 - Mathematics Club in the early years: contributions of historical-cultural theory, BP.TT; 23/05571-8 - Management of the Mathematics Club at EMEF Infante Dom Henrique: initial actions, BP.EP; 23/06181-9 - Mathematics Club at EPG Dorcelina de Oliveira Folador School: audio visual support for the first period, BP.TT; 23/04589-0 - Management of the Mathematics Club at EPG Dorcelina de Oliveira Folador: first steps, BP.EP; 23/05088-5 - Mathematics Club activities at EPG Dorcelina de Oliveira: afternoon period (year 1), BP.EP; 23/05112-3 - Mathematics Club Activities at EPG Dorcelina de Oliveira: morning period (year 1), BP.EP; 23/05387-2 - Mathematics Club Activities at EPG Dorcelina de Oliveira: intermediate period (year 1), BP.EP - associated scholarships

Abstract

This research aims to investigate the development of algebraic thinking in students of the literacy cycle and intermediate cycle, triggered by pedagogical practices developed in the context of the Mathematics Club, based on the Cultural-Historical Theory and the concept of Teaching Guiding Activity. The idea of the Mathematics Club adopted in this research assumes the pedagogical activity as a unity between the teacher's activity and the student's activity and, thus, involves the intentional planning and the development of learning situations with students. These situations will focus on algebraic knowledge and, in the context of the Math Club, will be focused on the appropriation of algebraic concepts, collective work among children, playfulness, and active participation of students in solving the proposals. The monitoring of the elaboration and development of learning situations by the students and the records produced by them in this process will constitute the research data set. To analyze these data, we will be supported by the contributions of the Cultural-Historical Theory and the Objectivation Theory, which will allow us to highlight the impacts of the pedagogical practices promoted by the Math Club in the development of students algebraic thinking throughout the research. (AU)