Didactic engineering for developing algebraic sense in prospective elementary school teachers

In this paper we analyze a formative experience directed to prospective primary school teachers, which was aimed at developing their competence to discriminate algebraic objects and the different algebraization levels of school mathematical activity. The experience was performed in a Teaching and Learning primary school mathematics course, where elementary algebraic reasoning was a transversal topic for the remaining mathematical themes. The methodology was based on didactic engineering, which was understood in a generalized sense and was based on the onto-semiotic approach to mathematical knowledge and instruction. The activities designed to develop elementary algebraic reasoning were carried out by 56 students. Our preliminary analysis suggest the relevance of this content for teacher education, although the recognition of algebraic object and the assignment of algebraization levels were difficult to achieve with the resources allocated in the implemented training process.