Abstract

This study analyses the transformation of mathematical knowledge about content and pedagogical knowledge about the planning and implementation of mathematics classroom activities, activated by pre-service early childhood education teachers when designing early algebra tasks. A mixed descriptive research paradigm has been adopted, using content analysis as the research technique. The study involved 105 pre-service Early Childhood Education teachers and the data collection was carried out in a classroom session of the curriculum. The results obtained show that: 1) the mathematical knowledge activated by pre-service teachers in relation to early algebra content is mainly associated with relations based on the recognition of attributes; 2) pedagogical knowledge on the planning and implementation of classroom activities for the teaching of mathematics responds to an informal context based on the use of manipulatives. As a conclusion, it is necessary to provide training activities for pre-service teachers that allow them to advance towards the development and transformation of mathematical and pedagogical knowledge in order to deepen the teaching of early algebra in Early Childhood Education.