Caracterización de procesos epistémicos y cognitivos en la validación de un contexto para el inicio en el álgebra escolar a través de patrones

Abstract

This master's thesis delves into the characterization of epistemic and cognitive processes related to the teaching of pattern generalization in fifth-grade students. The study employs the customized design of the Onto-semiotic Approach to mathematical knowledge and instruction (EOS), aiming to comprehend its impact on the development of mathematical processes and effective argumentative practices to promote algebraic thinking in primary education. The analysis is conducted through the observation of group production and student interventions, focusing on the forms of argumentation used to validate their responses. The research concludes with an interpretation of the students' level of algebraic reasoning.