O pensamento algébrico em sequências recursivas - discutindo estratégias de estudantes do 8º ano

Resumo

This research addresses the theme of algebraic thinking articulated with recursive sequences in Mathematics teaching in the final years of Elementary School, based on the strategies used by 8th-grade students in solving sequence-related activities. The study seeks to identify evidence of algebraic thinking in students’ productions, considering that this way of thinking is gradually developed through experiences in which the student observes regularities, compares terms, establishes relationships, and explains what is perceived through a general rule. The theoretical discussion is mainly based on Kaput, Kieran, and Radford, who understand Algebra as a way of thinking oriented toward the comprehension of patterns and generalization. The research was developed using a qualitative approach, with an exploratory and descriptive character, involving students from a public school located in the rural area of the municipality of Santa Rita, in the state of Paraíba, Brazil. Data production involved the application of tasks with figural recursive sequences, classroom observations, field notes, and audio recordings. The proposed activities required students to observe the figures, continue the sequence, explain its growth, and attempt to represent a general rule. The analysis considered the students’ written records, identifying the actions mobilized in the tasks, such as observing, comparing, continuing, explaining, and generalizing. The results indicate that students are able to identify regularities considering quantity and spatial arrangement, as well as to continue the sequence; however, they still show difficulties when they need to make explicit the relationship between the terms or to record a general rule. In many cases, the growth of the sequence is perceived, but not clearly explained. It is also observed that generalization appears in an initial form, without consolidation in symbolic writing. These results show that the construction of algebraic thinking in this particular group is below what is expected for 8th-grade students. Such findings indicate the need to understand and implement Algebra as a way of thinking, exploring situations that favor the analysis of regularities and the explicit expression of relationships through algebraic language.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UEPB

Programa

Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM

Ano

2026

Defesa

30/03/2026

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS; pensamento algébrico; sequências recursivas; generalização; ensino fundamental

Temas

Álgebra

Handle

https://repositorio.uepb.edu.br/handle/123456789/77351

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026