Resumo

PINCHEIRA HAUCK, Nataly  e  ALSINA, Ángel. Towards a characterization of early algebra from the analysis of the contemporary curricula of Early Childhood Education and Primary Education. Educ. mat. [online]. 2021, vol.33, n.1, pp.153-180.  Epub 06-Dez-2021. ISSN 2448-8089.  https://doi.org/10.24844/em3301.06.

This article discusses the incorporation of early algebra in the curric-ula of Early Childhood and Primary Education in the United States, Australia, Singapore and Chile is analyzed. Based on the content analysis method, a comparative study has been made and the first categories of knowledge have been established to characterize early algebra: 1) Early Childhood Education: experimentation with elements or objects based on the recognition of attributes to establish relationships, seriations based on patterns of repetition (identifica-tion, construction and representation) and description of qualitative and quan-titative changes; 2) Primary Education: understanding different types of relationships and patterns, using algebraic symbols and mathematical models to represent mathematical situations, understanding change and using variables to determine a constant or unknown. It is concluded that it is necessary for teacher training programs to include this knowledge to adequately articulate it in the two educational stages.

Palavras-chave : early algebra; curriculum; algebraic thinking; Early Childhood Education; Primary Education.

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