Modos de pensamiento algebraico en educación infantil: efectos de un itinerario de enseñanza de patrones de repetición

Abstract

A Design-Based Research is developed with 24 4-year-old children to design and validate a teaching itinerary of repetition patterns and to evaluate its effect from the analysis of the modes of algebraic thinking (recursive, relational and functional) mobilised by 8 children with an average Mathematical Competence Index (MCI) in the most concrete contexts of the itinerary. The results show: a) a 22% difference in success between concrete and abstract contexts; b) a greater presence of recursive than functional thinking. It is concluded that the teaching of repetition patterns should ensure the transition from recursive to relational and functional thinking