Desarrollo del Razonamiento Algebraico Elemental mediante Tareas de Recuento con Patrones

Rosa Gaita, Miguel R. Wilhelmi

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

4 Citas (Scopus)


The counting tasks with patterns are a privileged context for the development of algebraic reasoning. The onto-semiotic complexity of tasks allows the identification of study processes to improve performance in successive algebrization levels, from purely arithmetic manipulation to a practice with a consolidated algebraic level. The objective is twofold: on the one hand, to elaborate indicators that allow evaluating the performance of an operative and discursive practice in the task resolution of counting patterns. On the other hand, to propose a sequence that takes into account the epistemological, cognitive, and teaching restrictions common to these practices. A pre-test and post-test design is proposed using an open-ended questionnaire. A qualitative analysis is carried out through a case study, which provides relevant information on the development of the subjects' algebraic reasoning in the successive algebrization levels. It is concluded that Flexible Mathematical Thinking is a key indicator of the subjects' algebraic competence; we also provided a teaching sequence that start from a basic strategy based on concrete manipulations and close generalizations to the analysis of different analytical expressions.

Título traducido de la contribuciónDeveloping elementary algebraic reasoning through counting with patterns activities
Idioma originalEspañol
Páginas (desde-hasta)269-289
Número de páginas21
PublicaciónBolema - Mathematics Education Bulletin
EstadoPublicada - ene. 2019
Publicado de forma externa

Palabras clave

  • Algebraic reasoning
  • Flexible mathematical thinking
  • Norms
  • Onto-semiotic approach
  • Patterns


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