Estratégias para o desenvolvimento do pensamento algébrico a partir de uma abordagem híbrida rotacional

Abstract

In this study, a hybrid approach was planned, based on a rotational model with an emphasis on personalized teaching and collaborative learning. This research is justified by the purpose of identifying contributions of a Personalized Teaching proposal constructed through a Hybrid Rotational Teaching model for the development of Algebraic Thinking in first-year high school students. Our goal was to investigate a pedagogical action aimed at developing Algebraic Thinking concerning the resolution of problems with recursive sequences using the Station Rotation Model. To achieve this, our specific objectives are: (1) to evaluate how collaborative and personalized learning, based on a rotational model, can support the teaching and learning processes of recursive sequences; (2) to identify the emergence (or not) of the characteristic vectors of Algebraic Thinking in the responses of participating students. This qualitative research employs the Station Rotation Model as its Methodological Pathway, aiming to provide participating students with diverse approaches to promote the development of Algebraic Thinking, ranging from problem-solving to the production of digital materials. Data collection was conducted through questionnaires, individual and collective registration forms, and audio and video recordings. The collected data revealed that, at times, students exhibited conceptual gaps limited to formula manipulation without a deep understanding. However, they also demonstrated conceptual maturation through personalized learning and peer interactions. This research represents a starting point for future investigations to explore Algebraic Thinking more comprehensively through hybrid Active Methodologies.