Evidences of the understanding of the need for a symbolic algebraic language representation in the participating children of Mathematics Club

Abstract

This     article     presents     some     theoretical reflections  about  the  teaching  and  learning process  of  children  from  the  initial  years  of Elementary   School.   The   Mathematics   Club emerges  as  a  space  for  children's  learning, organized  in  an  intentional  way  to  foster  the learning    of    the    subjects.    The    algebraic knowledge  is  taken  as  an  object  of  student study,    being    contemplated    in    triggering learning     situations.     The     research     was constituted  by  a  didactic  experiment,  realized with  children  of  the  fifth  year  of  Elementary School.  In  this  work,  we  analyze  the  existing evidences   present   in   the   oral   and   written manifestations of the subjects who demonstrate  appropriation  of  the  conceptual nexuses  of  symbolic  algebra,  going  through  a process     of     understanding     the     need    of representation     of     a     symbolic     algebraic language and the transition to its generalization.  We  conclude  that  the  students demonstrated   a   transformation   in   the   way they   act   and   reflect   about   the   algebraic conceptual nexuses, demonstrating the beginning of a process of empirical generalization, based on regular movements.