Abstract

The present work presents partial results of our research, entitled: “This also works: the valuation of alternative paths to conventional algorithms for solving arithmetic problems in the classroom”. The research aims to understand how an arithmetic teaching practice in the early years of elementary school that emphasizes alternative algorithms, as opposed to conventional ones, contributes to mathematics education in a more dialogic and critical perspective. The theoretical support used is Critical Mathematics Education. It is a qualitative research in which we will investigate our own pedagogical practice as an educator of children in the Elementary School, through instruments such as participant observation, field notes, conversation circles, children's productions and didactic material. The data will be analyzed with a lens of the mentioned theories, in search of units or categories. It is expected that the research brings some contributions of a teaching practice based on valuing alternative algorithms. Currently, the literature review and the design of the theoretical and methodological framework for the research have been completed, and some data have already been collected and analyzed. For this study, we will bring 1) an overview of the research, with elements of the theoretical and methodological framework of the research and 2) the literature review carried out, with the categories found.