Initial conceptions about algebraic thinking of a group of mathematics teachers*

Abstract This article, which, from a methodological point of view, resulted from a qualitative field research, aims to analyze the conceptions (ideas, representations or beliefs that participants have in relation to a given topic) of 36 teachers regarding algebraic thinking. Teachers participated in three synchronous online meetings, lasting three hours each, in which the aim was to discuss what algebraic thinking is and how to develop it. The aim was to identify, based on the answers given by participants to two questions that were part of the initial questionnaire of this research, which themes they associated with algebraic thinking. Theoretically, this research is supported by characteristic aspects of algebraic thinking advocated by different researchers in the field of algebraic education. Among the results, it could be highlighted that the teachers’ conceptions are grouped into 13 categories, predominantly linked to the following actions related to the aforementioned way of thinking: treating unknown quantities as if they were known and performing calculations with them as we do with known values. Two actions of extreme relevance for the development and mobilization of algebraic thinking were not evidenced by participants in their conceptions: perceiving the relationships of variations and covariations; and understanding the different roles played by the equal sign.