Álgebra y argumentación: desafíos para la investigación en educación matemática.

Abstract

This article is part of a larger study and aims to identify trends and challenges in school algebra and its relationship with argu-mentation processes in the field of research in Mathematics Education. The review was carried out in three moments: first, the information was searched in databases from 2010 to 2021; second, the information was classified and organized by applying inclusion and exclusion criteria; and third, the review was prepared by grouping the documents into five categories: characte-rization of the nature of algebraic reasoning, the relationships between argumentation and algebraic reasoning, the difficulties of students with mathematical language for the treatment of algebraic expressions, the representation aids for the development of algebraic reasoning, and the characterization of algebraic reasoning. From this review, some trends were established, such as the persistent dichotomy between the transition from arithmetic to algebra, the emergency zone of algebra, and the pedagogical knowledge of mathematics teachers. Additionally, certain challenges were identified, such as the need to propose research aimed at strengthening processes in students, such as communication, reasoning, and argumentation.