O uso da linguagem algébrica no 9.º ano: Abordagens, significados e dificuldades

Kelly Aguiar; João Pedro da Ponte; Joana Mata-Pereira

doi:10.30827/pna.v18i4.27382

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Published: Jul 4, 2024

Authors

Kelly Aguiar Secretaria de Estado de Educação do Distrito Federal https://orcid.org/0000-0002-8516-9715
João Pedro da Ponte Universidade de Lisboa, Portugal https://orcid.org/0000-0001-6203-7616
Joana Mata-Pereira Universidade Católica Portuguesa, Portugal https://orcid.org/0000-0002-3446-014X

Vol. 18 No. 4 (2024): (July, 2024), Articles, pages 391-414

DOI: https://doi.org/10.30827/pna.v18i4.27382

Submitted: Feb 9, 2023 Accepted: Jul 3, 2023 Published: Jul 4, 2024

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Abstract

The aim of this article is to characterize the use of algebraic language by grade 9 students, with regard to strategies, meanings and difficulties. For that, we discuss the productions resulting from solving an algebraic task by six students. The results show the use of symbolic strategies and strategies based on informal reflection and the attribution of appropriate meanings to symbols, but a limited willingness to search and revise the meanings of algebraic expressions. Using parentheses, multiplying monomials and expressing relationships present in the context of the problem stand out as the students’ main difficulties.