Resumen

LLANES LUNA, Ana Luisa; PINO-FAN, Luis R.  y  IBARRA OLMOS, Silvia Elena. Levels of algebraic reasoning in Chilean primary education textbooks. Educ. mat. [online]. 2022, vol.34, n.2, pp.182-216.  Epub 10-Mar-2023. ISSN 2448-8089.  https://doi.org/10.24844/em3402.07.

The inclusion of fundamental ideas for the development of algebraic reasoning, from early educational stages, is a topic that has been intensively researched internationally. As a result, various mathematics curricula have begun to include in their proposals a variety of mathematical objects and processes associated with the introduction of this type of reasoning at the first educational levels. The aim of this article is to characterize the intended algebraic reasoning, in terms of levels of algebraization, in Chilean primary education textbooks. The results show the existence of arithmetic problems that promote incipient levels of algebraization; in addition, mathematical practices of an algebraic nature are identified, where the purpose mainly lies in generating the general form of a sequence, solving first degree equations, or transforming (reducing) algebraic expressions. Finally, a categorization of problems that allow promoting different levels of algebraization in primary education is proposed.

Palabras llave : textbooks analysis; primary education; levels of algebraization; algebraic reasoning.

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