Resumo

RODRIGUEZ DE CHICAS, Sara Vilma. Neuroscientific findings related to the development of algebraic thinking in high school students. Varona [online]. 2021, n.73, pp. 131-139.  Epub 02-Dez-2021. ISSN 1992-8238.

Results of a bibliographic study on neuroscientific findings related to the development of algebraic thinking are reported, the issue arises due to the lack of cognitive, reasoning, abstraction, deduction and analysis abilities shown by the students. An interpretation is made of the neuroscientific results in relation to brain activity while the students work on mathematical concepts, at the same time the biological, psychological and cultural foundations are considered, for their contribution in the analysis of the educational phenomenon, together with other specific investigations of the discipline in mention. The analysis of algebraic thinking and neuroscience research is systematized. The results suggest a sustained dialogue between neuroscientists and educators in order to find points of agreement that favor the learning of algebra. The discrepancy between what is taught by the teacher and what is captured by the student, should not be interpreted, necessarily, only as a lack of reasoning of the student. It is not enough only of the plasticity of the brain to learn, pedagogical conditions of culture are needed. As a solution to the scientific problem, it is suggested to develop a didactic strategy, considering the findings in neuroscience, that assumes a new conception for the development of algebraic thinking.

Palavras-chave : algebraic thinking; generalization processes; education; brain; neurosciences.

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