The development of the algebraic thought of the teacher who teaches mathematics in the early years of elementary education: contributions of theory of objectification

• Grant number: 19/07154-0
• Support Opportunities: Scholarships abroad - Research
• Effective date (Start): August 03, 2019
• Effective date (End): February 02, 2020
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Vanessa Dias Moretti
• Grantee: Vanessa Dias Moretti
• Host Investigator: Luis Radford
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil
• Research place: Laurentian University, Sudbury Campus, Canada

Abstract

The research abroad is aimed at the appropriation of methodology for the analysis of research data based on the Theory of Objectification (RADFORD, 2015) based on the expertise developed by the Ph.D. Luis Radford in the Laboratory of Research on Cultural Semiotics and Mathematical Thinking, in the École des sciences de l'éducation, at Laurentian University. The data to be analyzed were collected as part of the ongoing research in Brazil, whose objective is to investigate the development of algebraic thinking of teachers from the early years by collectively engaging in the resolution of situations triggering the teaching of algebraic notions. The supervised data analysis will be based on the Theory of Objectification, with the support of the technological tools in the research center abroad for data processing. The videos will be analyzed in search of scenes that allow the comparative analysis of the strategies of resolution of the proposed activities, as well as different oral manifestations, gestures, and expressions that can indicate signs of the movement of development of the algebraic thought of the teachers. It is hoped that the results of this research contribute to the theoretical foundation and organization of research methodology that dialogues with the historical-cultural perspective and, more specifically, contribute to the understanding of the processes of development of algebraic thinking of teachers who teach mathematics in the early years.