TEACHING AND LEARNING OF FIRST GRADE POLYNOMIAL EQUATION:

Abstract

This article aimed to analyze how the scientific literature on algebra teaching, published in journals with scope in Mathematics Education, approaches the object of first-degree polynomial equation knowledge. To this end, a bibliographical research was carried out in journals in Mathematics Education, with evaluation A1 to B2 in the provisional Qualis Capes, published in July 2019. A 10-year time frame (2010-2019) was used, and 31 articles were selected to make up the corpus of analysis. The method used was a systematic literature review. The data were analyzed through 05 categories: (1) papers that address meanings attributed to the concept of equation; (2) studies that address the knowledge mobilized by teachers; (3) papers that address the analysis of equations in textbooks; (4) studies addressing the analysis of questions and materials on equations; and (5) papers that address analysis of written productions of students. The results reveal: i) difficulties of teachers and students in the face of the concepts of equation and equivalence and in the resolution of problems involving first-degree polynomial equation; ii) predominance of the use of the variable as unknown to the generic number and functional number; iii) little demand for conversion of representation records, basically restricting itself to the passage from natural language to algebraic language; iv) the use, by professors, of academic articles,  websites, two-course scale, mathematical software, sequences of electronic activities to prepare and teach classes on equation; and, v) that the use of appropriate tasks, resources and methodologies favor the development of learning and the construction of meanings for algebraic objects.