Algebraic education: the use of figurative-numerical patterns as a didactic-pedagogical resource for the final years of elementary school

Abstract

The mathematics teaching-learning process in the final years of elementary school is marked by a history of difficulties. Regarding algebraic education, issues related to the interpretation and understanding of algebraic language are challenges experienced during the students' schooling process. In this sense, this article aimed to analyze contributions from the use of figurative-numerical patterns in the second cycle of elementary education. Therefore, based on the qualitative approach and bibliographic research, we seek for these contributions, to highlight different possibilities of pedagogical intervention in adverse didactic situations. As conclusions, we defend that the use of the figurative-numerical pattern in this educational stage has important potentialities for algebraic education, aiming at a better understanding of the student body with regard to algebraic language and the algebraic representation of mathematical patterns throughout their schooling process. Through activities using such standards, we reveal that it may be possible to rescue mathematical difficulties from previous stages, since it is possible to interconnect a multiplicity of contents and concepts, as well as areas of knowledge. In this way, we understand that such actions can, in turn, qualify the teaching-learning dyad of algebra in basic education and, especially, in the final years of elementary school.