Creative Protagonism and Algebraic Reasoning: Integrating Maker Culture into Algebra Teaching in the 8th Grade of Elementary School

Abstract

This study examined how the integration of maker culture can foster creative protagonism and the development of algebraic reasoning in the 8th grade of elementary school. The analysis began with the understanding that many students struggle to comprehend algebra beyond the mechanical application of rules, highlighting the need for practices that promote the active construction of meaning. The theoretical framework drew on research concerning algebraic thinking, creation-based learning, and pedagogical approaches that value student participation in the learning process. The investigation was conducted through a literature review, which made it possible to identify contributions, convergences, and emerging directions in the field. The results indicate that learning environments involving exploration, experimentation, and collaboration support the development of algebraic reasoning by encouraging pattern recognition, hypothesis formulation, and justification of procedures. It is concluded that maker culture represents a promising approach to making the teaching of algebra more meaningful. The implications point to the importance of teacher training focused on mediating creative learning experiences and providing the material and organizational conditions necessary for the implementation of such practices in schools.