Generalizing of algebraic patterns in mathematics teaching and learning via problem solving: an analysis of proposals by preservice teachers
DOI:
https://doi.org/10.48489/quadrante.23955Keywords:
mathematics teaching, algebraic thinking, initial teacher educationAbstract
The aim of the present study is to understand the planning of teaching proposals of preservice mathematics teachers to address the generalization of algebraic patterns in MTLvPS, directed to high school students. We adopted the assumptions of qualitative research, based on the descriptive and interpretive strand that generated the data analysis, obtained from the teaching proposals of 18 mathematics undergraduates to address high school contents. The results showed that the choices of mathematical situations involved the presentation of particular cases, obtaining solutions by constructing mathematical expressions, and foreseeing strategies for finding algebraic patterns on the part of future teachers. There are difficulties in conducting the process of algebraic generalization based on the use of particular cases, of discussing the search for regularities, and in articulating the mathematical expressions obtained based on the symbologies of the contexts of the mathematical situations. We conclude that using the MTLvPS to address the generalization of algebraic patterns contributes to delimit aspects that direct preservice mathematics teachers to learn to teach and to develop professionally.
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