ALGEBRAIC THINKING IN BASIC EDUCATION: PATHWAYS TO MATHEMATICAL GENERALIZATION

Abstract

This article addresses the role of algebraic thinking in Basic Education, highlighting its relevance as a structuring axis for mathematical learning and for the development of generalization skills. Based on a theoretical review, it discusses how algebraic thinking should be understood as a continuous process that begins in the early years of schooling, involving the identification of patterns, the formulation of conjectures, and the use of symbolic representations. Pedagogical strategies are analyzed, such as working with sequences and regularities, mathematical modeling, the use of games and digital technologies, as well as open-ended activities that foster creativity and intellectual autonomy. The main challenges are also discussed, such as the predominance of traditional practices focused on memorization and the need for adequate teacher training, as well as the perspectives opened by the Brazilian National Common Core Curriculum (BNCC). It is concluded that investing in the development of algebraic reasoning is essential for the critical, creative, and civic formation of students.