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

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

DOI:

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

Keywords:

Algebraic language, Learning Algebra, Meaning, Symbol, Symbol Sense

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.

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Author Biographies

João Pedro da Ponte, Universidade de Lisboa, Portugal

PhD in Mathematics Education from the University of Georgia (USA) and full professor at the Institute of Education of the University of Lisbon. He was a visiting professor at several universities in Brazil, Spain and the United States of America. He coordinated several research projects on Didactics of Mathematics, Teacher Training and Information and Communication Technologies (ICT) and directed numerous Masters and Doctoral theses.

Joana Mata-Pereira, Universidade Católica Portuguesa, Portugal

PhD in Mathematics Education from the Institute of Education of the University of Lisbon and professor at the Catholic University of Portugal. She served as a researcher and assistant professor at the Institute of Education at the University of Lisbon. She has experience in the area of Mathematics Education, with an emphasis on Mathematical Reasoning.

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