Continuing Education of Early Elementary School Teachers in the Remote Context: a look at objectification processes in pattern generalization tasks Education of Early Elementary School Teachers in the Remote Context

Abstract

This article is the excerpt of a master's research, qualitative in nature, which aimed to identify evidence of the processes of objectification for the teaching of algebra in the early years, experienced by teachers in the remote context of a continuing education anchored in the Objectivation Theory. For this purpose, observations were made of the engagement of early grade teachers participating in a small group of the training. The video calls were recorded and the analysis had as a starting point the selection of the relevant episodes about the objectification processes of the teachers when faced with the raising of hypotheses of students' answers to the task involving the generalization of patterns in sequences. It was found that the teachers were able to objectify the notions of algebraic generalization and arithmetic generalization, however, they did not materialize the algebraic thinking itself