Resumo

SOLAR, Horacio  e  ROJAS, Francisco. Development of teaching guidelines from teacher reflection: the case of the functional approach of school algebra: le cas de l'approche fonctionnelle de l'algèbre à l'école. Rev. electrón. investig. educ. cienc. [online]. 2015, vol.10, n.1, pp.14-33. ISSN 1850-6666.

Our research focuses on the development of teaching guidelines that emerge from the teacher reflective process through the design and implementation of a teaching sequence. The development of teaching guidelines in conjunction with the teacher is highlighted as the focus of our research, as it allows the promotion of a more active role of teachers in educational innovation processes, specifically those related to the development of school algebra. From this collaborative approach, the case of Marta is presented, whose reflections helped to develop teaching guidelines for the work in growing patterns for levels 5 and 6 of elementary education (10-12 years). As a main result, it has been observed that the development of teaching guidelines is the product of the interrelation between different dimensions of mathematical knowledge for teaching (MKT): specialized knowledge of content, knowledge of content and students, and content and teaching. The methodology used for the development of these guidelines has been a tool that has shown to be very powerful to promote the emergency of teacher's deep reflections and has generated appropriate teaching guidelines for working in school algebra from a functional perspective.

Palavras-chave : Early algebra; Teaching reflection; Teaching guidelines; Mathematical knowledge for teaching.