Towards an approach to teachers' professional development: how to work with algebraic thinking in the early years N. Ferreira, Miriam Criez Da Ponte, João Pedro Ribeiro, Alessandro Jacques Algebraic thinking Discursive interactions Early algebra Professional development Professional learning tasks Teacher educator Álgebra temprana Desarrollo profesional Formador de docentes Interacciones discursivas Pensamiento algebraico Tareas de aprendizaje profesional This article received national funding from the FCT - Fundação para a Ciência e a Tecnologia, IP, within the scope of the UIDEF - Unidade de Investigação e Desenvolvimento em Educação e Formação - UIDB/04107/2020. This article presents the first intervention cycle of a design-based research program on teacher professional development. The study aims to understand how the formative process helped teachers to understand what algebraic thinking means and how to work with it in the early years. Data analysis was based on three principles of design: teacher’s role and actions, professional learning tasks for teachers, and discursive interactions among participants. The results suggest that these design principles contributed to teachers’ understanding of the meaning of algebraic thinking and how to promote it in elementary students. Este artículo presenta el primer ciclo de intervención de una investigación basada en el diseño del desarrollo profesional docente. Su objetivo es comprender cómo el proceso formativo ayudó a los maestros a comprender qué significa el pensamiento algebraico y cómo trabajar con él en los primeros. El análisis de datos se basó en tres principios de diseño, papel y acciones del formador de docentes, tareas de aprendizaje profesional para los docentes e interacciones discursivas entre los participantes. Los resultados sugieren que los principios de diseño contribuyeron a la comprensión del significado del pensamiento algebraico y cómo promoverlo en los estudiantes de primaria. 2022-03-15T09:42:56Z 2022-03-15T09:42:56Z 2022-02-15 info:eu-repo/semantics/article Ferreira, M. C. N., da Ponte, J. P. & Ribeiro, A. J. (2022). Towards and Approach to Teachers’ Professional Development: How to Work with Algebraic Thinking in the Early Years. PNA, 16(2), 167-190. [https://doi.org/10.30827/pna.v16i2.22234] http://hdl.handle.net/10481/73429 10.30827/pna.v16i2.22234 eng http://creativecommons.org/licenses/by-nc-nd/3.0/es/ info:eu-repo/semantics/openAccess Atribución-NoComercial-SinDerivadas 3.0 España Universidad de Granada