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Educación matemática

versión impresa ISSN 1665-5826

Resumen

AKE TEC, Lilia Patricia  y  DIAZ GODINO, Juan. Task Analysis of an Elementary School Textbook from the Algebraization Levels Perspective. Educ. mat [online]. 2018, vol.30, n.2, pp.171-201. ISSN 1665-5826.  http://dx.doi.org/10.24844/em3002.07.

The introduction of algebraic thinking on the elementary school is an actual trend in international terms. This approach arise the need to research the tasks’ nature in the official elementary textbooks, because they are fundamental in the course of the lessons at this educational level. This study shows if the official book tasks of the first degree on elementary school are orientated to promote the development of algebraic thinking in children from 6 to 7 years old. The analysis is carried out using the Model of Algebraization Levels as a tool to determine the algebraic character of mathematical tasks, based on the mathematical practice involved in their resolution. The results indicate that the tasks on the elementary official book are not orientated to develop mathematical thinking in children of first degree of elementary school, but it may be orientated towards progressive algebraization degrees.

Palabras llave : Textbook; elementary school; algebraic reasoning; algebraization levels.

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