Abstract
The development of algebraic reasoning from the earliest educational levels is an objective that has solid support both from the point of view of research and curricular development. Effectively incorporating algebraic content to enrich mathematical activity in schools requires considering the different degrees of generality of the objects and processes involved in algebraic practices. In this article, we present an expanded version of the model of levels of algebraization proposed within the framework of the onto-semiotic approach, establishing sublevels that provide a more microscopic view of the structures involved and the processes of generalization, representation, and analytical calculation at stake. We exemplify the model with mathematical activities that can be approached from primary education, classified according to the different sublevels of algebraization. The use of this expanded model can facilitate the development of didactic-mathematical knowledge of teachers in training on algebraic reasoning and its teaching.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 7, July 2024, Article No: em2475
https://doi.org/10.29333/ejmste/14753
Publication date: 01 Jul 2024
Online publication date: 20 Jun 2024
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Article Downloads: 447
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