The Analysis of classroom-based processes as a key task in teacher training for the approach to early algebra

We synthesise a theoretical framework outlined for the renewal of the teaching of algebra, giving a prominent role to a linguistic approach to the discipline starting from primary school. We tackle the issue of how teachers can be led to acquire conceptions and models of behaviour suitable to foster such a view of algebra among pupils and, in particular, to develop in them modelling, interpretation and thought production skills. So we propose a model of task addressed to teachers and devoted to the analysis of activities and pupils’ productions, as well as on the design of classroom discussions. The task is aimed at favouring the development of predictive and interpretative thinking by teachers as to pupils’ behaviour. The structure, made of enchained scenes, induces teachers to question and review their convictions about their own role in the classroom and to become aware of the dynamic processes involved in the social construction of knowledge.