Pensamento Algébrico : análise de um livro didático do 7º ano do Ensino Fundamental adotado pelo Estado de Mato Grosso em 2022

Abstract

This research aims to analyze the development of algebraic thinking in the activities of the 3rd bimester of the 7th year of the Mathematics textbook adopted by the state public network of Mato Grosso for the school year of 2022. In this way, it proposes to identify the levels of thinking algebraic according to the studies of Luis Radford. This is configured as a research with a qualitative approach, using Laurence Bardin's content analysis. The guiding question was: How is algebraic thinking approached in the textbook activities of the 3rd bimester of the 7th year, in the state public network of Mato Grosso? As considerations, it was possible to verify that the textbook presents activities, whose resolution encompasses factual, contextual and standard algebraic thinking, but these activities are presented in a disorganized way, which does not favor the development of the process of standard algebraic thinking in the student. The teacher needs to reorganize the activities, according to the stages of development of algebraic thinking.