Relational thinking in Grade 1: A study framed in the new Portuguese mathematics curriculum
Résumé
In Portugal, the new mathematics curriculum presents Algebra as a theme since elementary school, for the first time. In the 2021/22 school year, the curriculum was implemented in pilot classes. This communication focuses on the implementation of a task in one of these first-grade classes and intent to discuss how relational thinking emerges in the students’ work when they solve a word problem where the known quantities were represented visually (and not in an explicit numerical expression) and the unknown quantities were “hidden”. Data were collected by observing the students’ work and audio recordings of class discussions. The conclusions indicated that some interesting ideas of relational thinking emerged, and the difficulties expressed by the students showed the importance of teachers recognising opportunities in class to develop students’ relational thinking.
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