Pensamento computacional e a formação de conceitos matemáticos nos anos finais do Ensino Fundamental: uma possibilidade com kits de robótica
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Data
2018-12-21
Autores
Silva, Eliel Constantino da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa de Mestrado que apresento nesta dissertação foi conduzida pela pergunta: Quais as possíveis contribuições que o desenvolvimento do Pensamento Computacional pode propiciar ao processo de formação de conceitos matemáticos de estudantes do nono ano do Ensino Fundamental? Entendemos o Pensamento Computacional como um conjunto de processos de pensamentos que desenvolvemos para resolver um determinado problema de forma que busquemos reconhecer padrões, realizar decomposição do problema em partes menores, realizar um raciocínio algorítmico e abstrato, que podem nos ajudar a pensar em novas ideias à medida que conexões vão surgindo nesse desenvolvimento, ou seja, procedimentos organizados algoritmicamente que nos auxilie a pensar sobre o pensar. Para buscar respostas à essa pergunta, realizei observação participante na disciplina Práticas de Matemática, ministrada à quatro turmas de estudantes do nono ano do Ensino Fundamental da Escola Estadual Professora Carolina Augusta Seraphim, pertencente ao Programa de Ensino Integral, durante o período de abril a novembro de 2017. Nessas turmas, aplicamos quatro planos de aula acerca do significado do resto da divisão euclidiana e congruência entre números inteiros (módulo n), utilizando os kits de robótica Arduino Uno e programação com o software Scratch for Arduino. Tais atividades tiveram por princípio estimular nos estudantes o desenvolvimento do Pensamento Computacional para estudarem e aprenderem os conteúdos matemáticos envolvidos naquelas atividades. Como procedimentos metodológicos de produção dos dados no cenário de investigação, utilizamos gravações em áudios e vídeos dos trabalhos dos estudantes nas aulas observadas, caderno de campo de anotações do pesquisador e a realização de entrevistas com os estudantes e com a professora responsável pela disciplina observada. As análises dos dados produzidos nessa investigação revelam que o desenvolvimento do Pensamento Computacional propiciado pelo trabalho com kits de robótica, contribuiu para a formação de conceitos matemáticos dos estudantes envolvidos, uma vez que ao programar e ao interpretar a programação criada junto com o protótipo que foi criado, eles mobilizaram conceitos já adquiridos de modo que a depuração e o processo reflexivo permitissem a sistematização e formação de novos conceitos. A decomposição do problema e reconhecimento de padrões fizeram com que os estudantes refletissem e investigassem o significado dos conceitos envolvidos no algoritmo da divisão euclidiana ressignificando conhecimentos já adquiridos e dando significado a novas aprendizagens. O raciocínio algorítmico e abstrato possibilitou a aplicação do significado do resto da divisão euclidiana em outras situações que atrelado, novamente, a decomposição e reconhecimento de padrões, contribuiu para que o conceito congruência de números inteiros (módulo n) pudesse ser desenvolvido e formalizado por alguns estudantes.
The Master's research that I present in this dissertation was conducted by the question: What the possible contributions that the development of Computational Thinking can propitiate to the process of forming mathematical concepts of students of the ninth grade of Elementary School? We understand Computational Thinking as a set of thought processes that we develop to solve a problem, so that we try to recognize patterns, to decompose the problem into smaller parts, to perform algorithmic and abstract reasoning, which can help us think of new ideas in order to connections are developed in this development, that is, procedures organized by algorithms to help us think about to think. To find answers to this question, I made a participant observation in the Mathematics Practices course, given to the four groups of students of the ninth grade of Elementary School of the State School Professor Carolina Augusta Seraphim, belonging to the Integral Teaching Program, during the period of April to November 2017. In these classes, we applied four lesson plans about the meaning of the rest of the Euclidean division and congruence between integers (module n) using Arduino Uno robotics kits and programming with Scratch for Arduino software. These activities had in principle to stimulate in students the development of Computational Thinking to study and to learn the mathematical contents involved in those activities. As methodological procedures for the production of the data in the research scenario, we used audio and video recordings of the students' work in the classes observed, researcher's notebook and the interviews with the students and the teacher responsible for the observed discipline. The analysis of the data produced in this research reveals that the development of Computational Thinking provided by the work with robotic kits contributed to the formation of mathematical concepts of the students involved, since that to program and to interpret the programming created together with the prototype that was created, they mobilized concepts already acquired so that the debugging and the reflective process allowed the systematization and formation of new concepts. The decomposition of the problem and recognition of standards made the students reflect and investigate the meaning of the concepts involved in the algorithm of the Euclidean division, re-meaning acquired knowledge and giving meaning to new learning. The algorithmic and abstract reasoning made possible the application of the meaning of the rest of the Euclidean division in other situations that, again, the decomposition and recognition of patterns, contributed to the concept that congruence of integers (modulo n) could be developed and formalized by some students.
The Master's research that I present in this dissertation was conducted by the question: What the possible contributions that the development of Computational Thinking can propitiate to the process of forming mathematical concepts of students of the ninth grade of Elementary School? We understand Computational Thinking as a set of thought processes that we develop to solve a problem, so that we try to recognize patterns, to decompose the problem into smaller parts, to perform algorithmic and abstract reasoning, which can help us think of new ideas in order to connections are developed in this development, that is, procedures organized by algorithms to help us think about to think. To find answers to this question, I made a participant observation in the Mathematics Practices course, given to the four groups of students of the ninth grade of Elementary School of the State School Professor Carolina Augusta Seraphim, belonging to the Integral Teaching Program, during the period of April to November 2017. In these classes, we applied four lesson plans about the meaning of the rest of the Euclidean division and congruence between integers (module n) using Arduino Uno robotics kits and programming with Scratch for Arduino software. These activities had in principle to stimulate in students the development of Computational Thinking to study and to learn the mathematical contents involved in those activities. As methodological procedures for the production of the data in the research scenario, we used audio and video recordings of the students' work in the classes observed, researcher's notebook and the interviews with the students and the teacher responsible for the observed discipline. The analysis of the data produced in this research reveals that the development of Computational Thinking provided by the work with robotic kits contributed to the formation of mathematical concepts of the students involved, since that to program and to interpret the programming created together with the prototype that was created, they mobilized concepts already acquired so that the debugging and the reflective process allowed the systematization and formation of new concepts. The decomposition of the problem and recognition of standards made the students reflect and investigate the meaning of the concepts involved in the algorithm of the Euclidean division, re-meaning acquired knowledge and giving meaning to new learning. The algorithmic and abstract reasoning made possible the application of the meaning of the rest of the Euclidean division in other situations that, again, the decomposition and recognition of patterns, contributed to the concept that congruence of integers (modulo n) could be developed and formalized by some students.
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Arduino, Scratch for arduino, Resto da divisão euclidiana, Congruência entre dois números inteiros (módulo n), Educação Matemática, Rest of the Euclidean division, Congruence between two integers numbers (modulo n), Mathematics Education