O ENSINO DE ÁLGEBRA: UM ESTUDO QUE CONTEMPLA ABORDAGENS TEÓRICAS NO ESTUDO DE EQUAÇÕES JUNTO A ESTUDANTES DO ENSINO FUNDAMENTAL

This study investigated theoretical contributions considered in the teaching of algebra, with emphasis on the teaching of equations, through a literature review organized in the form of a state of knowledge. Considering these aspects, the question of the study proposed in this article is: What theoretical contributions are considered by research in the investigation of the teaching of algebra, particularly in the teaching of research? And what are the contributions of these contributions in this teaching? The research analyzed articles selected from the Scielo and CAPES Periodicals Portal databases, using specific descriptors to ensure the relevance of the study. Several theoretical and methodological approaches were presented that are addressed for a more effective and inclusive teaching of algebra. The main approaches include the use of different representations, conceptual profiles and the application of philosophical and cultural theories. The analysis of the different perspectives and conceptions showed the importance of considering a variety of theoretical approaches to enrich the teaching of algebra, making it more accessible and relevant to students. The exploration of the conceptual profiles and meanings of the equations presented as the understanding of the equations can be deepened through different conceptual zones, facilitating the application of these concepts in different contexts. The use of different representations stands out as fundamental approaches to improve the understanding of algebraic concepts and adapt teaching to the individual needs of students. It is concluded that the integration of these theoretical and methodological approaches is essential to promote effective and inclusive learning of algebra, preparing students for future academic and professional challenges.