ALGORITHMS AND CONCEPTUAL UNDERSTANDING: A PEDAGOGICAL DEBATE IN THE DIDACTICS OF ELEMENTARY MATHEMATICS.
DOI:
https://doi.org/10.56219/lneaimaginaria.v23i3.5134Keywords:
algorithms, education, mathematics, understandingAbstract
This reflective essay addresses the pedagogical debate in primary mathematics education, focusing on the tension between teaching algorithms and developing conceptual understanding. It analyzes how this duality affects student learning and proposes a dialectical perspective that integrates both approaches to foster critical and meaningful mathematical thinking. Didactic strategies are highlighted to promote a balance between procedural mastery and concept construction, as well as the importance of the teacher’s role in this process.
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