TEACHING CONCEPTS, PEDAGOGICAL PRACTICES, AND THE DEVELOPMENT OF ALGEBRAIC THINKING IN THE FINAL YEARS OF ELEMENTARY SCHOOL

Abstract

This study investigates the relationships between teachers' didactic-pedagogical conceptions and the development of algebraic thinking in the final years of elementary school, with the aim of proposing contextualized pedagogical strategies that favor meaningful learning of algebra. The research is based on the theoretical assumptions of contemporary mathematics education, especially approaches that understand algebraic thinking as a process of generalization, modeling, pattern recognition, and establishing functional relationships. Methodologically, a qualitative approach was adopted, guided by action research, developed in a municipal public school located in the hinterland of Pernambuco. Twelve teachers working in the final years of elementary school participated in the study. Data were collected through semi-structured interviews, classroom observations, document analysis, and focus groups, and were analyzed using content analysis techniques. The results show that teachers recognize the relevance of algebra as a structuring mathematical language, but they have different levels of conceptual and methodological appropriation, which directly influences their pedagogical practices. It was found that strategies that articulate contextualized situations, multiple mathematical representations, and intentional teacher mediation favor the development of algebraic thinking and student engagement. On the other hand, practices focused on repeating algorithmic procedures tend to limit conceptual construction. As a contribution, the study systematizes didactic principles and pedagogical strategies that can guide teaching planning and continuing education, expanding possibilities for teaching algebra in a meaningful and contextualized way. It is concluded that strengthening algebraic thinking requires the integration of teacher training, reflective pedagogical practices, and curriculum organization aligned with the contemporary demands of basic education.