Análisis de Aprendizajes Asociados al Álgebra Escolar Desde la Programación Visual de Computadores, en Estudiantes de 10-14 Años

Abstract

This research is developed around the knowledge of the nature of algebraic thinking. Multiple researchers in the field of mathematics education expose the need to address the problem related to the ways through which school students pose and argue their ways of thinking associated with the transition from arithmetic thinking to algebraic thinking, however, the researchers themselves recognize the lack of knowledge of this nature. In the same way, in the information search process it is found that analysts in mathematics education highlight the need to implement computational artifacts in school, specifically those that contribute to the development of algebraic thinking related to school practices from programming languages, an indispensable understanding in the development of artificial intelligence and current knowledge societies. Based on the above, the present investigation raises the need to theorize around the analysis of the ways in which school students objectify and update their knowledge, from the theory of objectification and the argumentation processes that could account for how the transition described from the mediation of computational artifacts, specifically from the visual programming language. Such theorization, in addition to expanding our comprehension about the nature of science and specifically the nature of algebraic thinking allows us to present scenarios that transform the ways in which they are presented in the classroom from different forms of mediation, typical objects of algebra that lead to the development of skills that are required for development in today's society. Therefore, this research work links computer programming as an instrument that mediates the learning processes with which students develop skills from the generalization of arithmetic patterns to algebraic generalizations, thus establishing a form of interaction that leads to abductive reasoning processes, that include computational processes and that allow a new form of deductive reasoning development. Similarly, the analyzes carried out on the discursive forms of language show how the discursive expansion function is permeated by analytical developments that in this research have been categorized as computational and that allow a form of expansion of formal external semiotic similarity, which evidences deductive reasoning and are reflected in a correlation between the use of the computational tool and the algebraic generalization from symbolic expressions.