ALGEBRAIC THINKING AMONG GRAPHICAL REPRESENTATIONS AND ALGEBRAIC SYMBOLS

Based on evidence showing the presence of Algebraic skills in very young children, we will discuss some theoretical aspects connected to Algebraic thinking and its expression by means of graphical representation. In doing this, we also refer to an ancient example of manipulations of surfaces of rectangles in the resolution of second-degree problems of the Babylonian period. Subsequently, we will present an episode that occurred during an experimental path inspired by Davydov’s Curriculum developed in a first-grade class. In this class, we have actually observed that the activities rooted in the observations and work on real quantities give rise to pupils’ Algebraic thinking, expressed through the coordination of verbal language, actions, graphical representations and Algebraic symbols.