On the Development of Early Algebraic Thinking

• Autores: Luis Radford
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 6, Nº. 4, 2012, págs. 117-133
• Idioma: inglés
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• Resumen
  • español

    Este artículo aborda la cuestión del desarrollo del pensamiento algebraico en estudiantes jóvenes. En contraste con los enfoques mentales de la cognición, sostenemos que el pensamiento está compuesto por componentes materiales y del mundo de las ideas tales como el discurso (interior y exterior), formas de imaginación sensitiva, gestos, tacto y acciones reales con signos y artefactos culturales. Con base en datos obtenidos de un programa de investigación longitudinal basado en el aula en el que se siguió el paso de estudiantes de 8 años de segundo grado a tercero y a cuarto, nuestra pregunta de investigación acerca del desarrollo es investigada en términos de la forma en que surgen y evolucionan nuevas relaciones entre el cuerpo, la percepción y el inicio del uso de símbolos a medida que los estudiantes participan en actividades sobre patrones.

  • English

    This article deals with the question of the development of algebraic thinking in young students. In contrast to mental approaches to cognition, we argue that thinking is made up of material and ideational components such as (inner and outer) speech, forms of sensuous imagination, gestures, tactility, and actual actions with signs and cultural artifacts. Drawing on data from a longitudinal classroom-based research program where 8-year old students were followed as they moved from Grade 2 to Grade 3 to Grade 4, our developmental research question is investigated in terms of the manner in which new relationships between embodiment, perception, and symbol-use emerge and evolve as students engage in patterning activities.

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