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
• Duration: February 01, 2023 - January 31, 2027
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Convênio/Acordo: 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 ; Luis Radford ; Manoel Oriosvaldo de Moura ; Maria Lucia Panossian
• Associated scholarship(s): 23/06181-9 - 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; + associated scholarships 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; 23/05387-2 - Mathematics Club Activities at EPG Dorcelina de Oliveira: intermediate period (year 1), BP.EP; 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 - 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)