A matemática e o pensamento computacional : uma abordagem prática.
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Tipo
TCC
Data de publicação
2023-12-08
Periódico
Citações (Scopus)
Autores
Facundo, Fernando de Souza Luiz Villanueva
Orientador
Libório, Débora Bezerra Linhares
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
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Resumo
Este trabalho aborda a integração do Pensamento Computacional no ensino de Matemática para alunos dos anos finais do ensino fundamental, considerando sua inclusão na Base Nacional Comum Curricular (BNCC) de 2018 no Brasil. A pesquisa propõe investigar a contribuição do Pensamento Computacional, destacando a decomposição de problemas complexos e o uso de tecnologias para tornar o ensino mais dinâmico. Inspirado nas ideias de Papert e Resnick, o Pensamento Computacional baseia-se em quatro pilares fundamentais: decomposição, reconhecimento de padrões, abstração e criação de algoritmos. A aplicação desse pensamento na educação é considerada tanto uma metodologia quanto uma ferramenta educacional, podendo ser incorporada a diferentes disciplinas. No contexto educacional brasileiro, a implementação enfrenta desafios como a capacitação dos professores e a disponibilidade de recursos tecnológicos nas escolas públicas, mas há um movimento crescente em direção ao seu uso. O papel do professor é crucial, exigindo conhecimento sólido das ferramentas tecnológicas e reflexão crítica sobre seu uso. A pesquisa qualitativa proposta visa evidenciar a relevância dessa abordagem no ensino da Matemática, destacando a conexão entre ambas e buscando compreender percepções e significados dos participantes. Os benefícios do Pensamento Computacional no ensino de Matemática, como melhoria na compreensão, motivação dos alunos e desenvolvimento de habilidades cognitivas, são destacados, incentivando os docentes a incorporarem essa abordagem em práticas pedagógicas. A adoção de metodologias como pesquisa qualitativa e bibliográfica busca uma compreensão aprofundada dos fenômenos investigados, contribuindo para o avanço do conhecimento sobre a relação entre Pensamento Computacional e Matemática. Em síntese, espera-se que os resultados desta pesquisa forneçam subsídios aos educadores, contribuindo para aprimorar a qualidade da educação matemática e preparar os estudantes para os desafios do mundo digital e tecnológico.
This work addresses the integration of Computational Thinking in the teaching of Mathematics for students in the final years of elementary school, considering its inclusion in the 2018 National Common Curricular Base (BNCC) in Brazil. The research aims to investigate the contribution of Computational Thinking, highlighting the decomposition of complex problems and the use of technologies to make teaching more dynamic. Inspired by the ideas of Papert and Resnick, Computational Thinking is based on four fundamental pillars: decomposition, pattern recognition, abstraction, and algorithm creation. The application of this thinking in education is considered both a methodology and an educational tool, capable of being incorporated into different disciplines. In the Brazilian educational context, its implementation faces challenges such as teacher training and the availability of technological resources in public schools, but there is a growing movement towards its use. The role of the teacher is crucial, requiring a solid understanding of technological tools and critical reflection on their use. The proposed qualitative research aims to highlight the relevance of this approach in the teaching of Mathematics, emphasizing the connection between both and seeking to understand the perceptions and meanings of the participants. The benefits of Computational Thinking in the teaching of Mathematics, such as improved understanding, student motivation, and the development of cognitive skills, are highlighted, encouraging educators to incorporate this approach into pedagogical practices. The adoption of methodologies such as qualitative and bibliographic research seeks an in-depth understanding of the investigated phenomena, contributing to the advancement of knowledge about the relationship between Computational Thinking and Mathematics. In summary, it is expected that the results of this research will provide support to educators, contributing to improving the quality of mathematical education and preparing students for the challenges of the digital and technological world.
This work addresses the integration of Computational Thinking in the teaching of Mathematics for students in the final years of elementary school, considering its inclusion in the 2018 National Common Curricular Base (BNCC) in Brazil. The research aims to investigate the contribution of Computational Thinking, highlighting the decomposition of complex problems and the use of technologies to make teaching more dynamic. Inspired by the ideas of Papert and Resnick, Computational Thinking is based on four fundamental pillars: decomposition, pattern recognition, abstraction, and algorithm creation. The application of this thinking in education is considered both a methodology and an educational tool, capable of being incorporated into different disciplines. In the Brazilian educational context, its implementation faces challenges such as teacher training and the availability of technological resources in public schools, but there is a growing movement towards its use. The role of the teacher is crucial, requiring a solid understanding of technological tools and critical reflection on their use. The proposed qualitative research aims to highlight the relevance of this approach in the teaching of Mathematics, emphasizing the connection between both and seeking to understand the perceptions and meanings of the participants. The benefits of Computational Thinking in the teaching of Mathematics, such as improved understanding, student motivation, and the development of cognitive skills, are highlighted, encouraging educators to incorporate this approach into pedagogical practices. The adoption of methodologies such as qualitative and bibliographic research seeks an in-depth understanding of the investigated phenomena, contributing to the advancement of knowledge about the relationship between Computational Thinking and Mathematics. In summary, it is expected that the results of this research will provide support to educators, contributing to improving the quality of mathematical education and preparing students for the challenges of the digital and technological world.
Descrição
Indicado para publicação.
Palavras-chave
pensamento computacional , matemática na prática , ferramenta de ensino , computational thinking , mathematics in practice , teaching tool