Livro e Capítulo de livro

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Navegando Livro e Capítulo de livro por Autor "Barcelos T.S."

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  • Capítulo de livro
    Computational thinking and mathematics: Possible relationships revealed by an analysis of national curriculum guidelines
    Barcelos T.S.; Silveira I.F. (2014)
    © 2014 by IGI Global. All rights reserved.On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.
  • Capítulo de livro
    Computational thinking and mathematics: Possible relationships revealed by an analysis of national curriculum guidelines
    Barcelos T.S.; Silveira I.F. (2016)
    © 2016 by IGI Global. All rights reserved.On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.
  • Capítulo de livro
    Improving novice programmers' skills through playability and pattern discovery: A descriptive study of a game building workshop
    Barcelos T.S.; Soto R.M.; Silveira I.F. (2014)
    © 2015, IGI Global. All rights reserved.Game design and development has already been discussed as a viable, motivating alternative to introduce Computer Science concepts to young students. In this sense, it would be useful to obtain a deeper understanding of which skills could be developed in these activities and how such skills could be useful in future careers. This chapter presents the design and evaluation of a Game Building Workshop aimed at introducing the fundamentals of structured programming to students. The games produced by students during 12 weeks were evaluated and the results confronted with students' questions and comments made along the workshop meetings and a final interview. The results indicate that students explored novel programming concepts in order to add features that were not initially planned for the proposed games. These additional features solve playability issues that are highly influential to the experience of the students as game players. Students also reused previously applied solutions to solve similar problems that appeared in subsequent activities. This is an indication that students developed or exercised analogy and abstraction skills during the workshop activities.
  • Capítulo de livro
    Improving novice programmers' skills through playability and pattern discovery: A descriptive study of a game building workshop
    Barcelos T.S.; Soto R.M.; Silveira I.F. (2014)
    © 2015, IGI Global. All rights reserved.Game design and development has already been discussed as a viable, motivating alternative to introduce Computer Science concepts to young students. In this sense, it would be useful to obtain a deeper understanding of which skills could be developed in these activities and how such skills could be useful in future careers. This chapter presents the design and evaluation of a Game Building Workshop aimed at introducing the fundamentals of structured programming to students. The games produced by students during 12 weeks were evaluated and the results confronted with students' questions and comments made along the workshop meetings and a final interview. The results indicate that students explored novel programming concepts in order to add features that were not initially planned for the proposed games. These additional features solve playability issues that are highly influential to the experience of the students as game players. Students also reused previously applied solutions to solve similar problems that appeared in subsequent activities. This is an indication that students developed or exercised analogy and abstraction skills during the workshop activities.