Pensamento computacional e Matemática: uma abordagem com o Scratch
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Data
2020-12-15
Autores
Bessa, Kaoma Ferreira de
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação apresenta uma pesquisa cujo objetivo foi investigar o processo de construção de jogos digitais em um ambiente que viabiliza o Pensamento Computacional, visando ao desenvolvimento de habilidades matemáticas. Para realizar tal investigação, tomamos os pressupostos do Construcionismo e do Turbilhão de Aprendizagem como lentes teóricas que nos permitiram analisar as ações dos estudantes enquanto estes produziam com Tecnologias Digitais. Pautamo-nos nas habilidades matemáticas sugeridas pela Base Nacional Comum Curricular, que inclusive recomenda o desenvolvimento do Pensamento Computacional nas aulas de Matemática. A pesquisa foi realizada com 12 alunos dos Anos Finais do Ensino Fundamental de uma escola estadual do município de Limeira – SP, tendo sido desenvolvida em oito encontros semanais, nos quais os alunos atuaram como produtores de jogos digitais. Durante os referidos encontros, cuja duração média era de duas horas e meia, a pesquisadora atuava como mediadora do processo de construção desses jogos, auxiliando os alunos enquanto eles programavam, respeitando e valorizando suas ideias e práticas. As atividades realizadas foram registradas de diferentes formas: por meio de filmagens das práticas, das anotações dos alunos em seus cadernos, do diário de campo da pesquisadora, bem como dos próprios jogos construídos pelos estudantes no Scratch. A pergunta que orientou os direcionamentos adotados pela pesquisa foi a seguinte: como o Pensamento Computacional se faz presente no desenvolvimento de habilidades matemáticas a partir do processo de construção de jogos digitais? Com a análise dos dados, pudemos perceber que tal construção apresentou indícios tanto do desenvolvimento de habilidades matemáticas quanto de habilidades do Pensamento Computacional em uma mesma prática, o que aponta para uma possibilidade a ser explorada na sala de aula durante as aulas de Matemática. Dessa maneira foi possível identificar habilidades matemáticas de todas as Unidades Temáticas propostas pela Base Nacional Comum Curricular, além do papel do erro diante as práticas.
This dissertation presents a research which objective was to investigate the process of creating digital games in an environment that enables Computational Thinking, aiming at the development of mathematical skills. To carry out such investigation, we take the assumptions of Constructionism and the Whirlwind of Learning as theoretical lenses that allowed us to analyze the students' actions while they were interacting with Digital Technologies. We are guided by the mathematical skills suggested by the National Common Curricular Base, which recommends the development of Computational Thinking in Mathematics classes. The research was carried out with 12 students of the final years of Elementary Education of a state school in the city of Limeira in São Paulo, having been developed in eight weekly meetings, in which the students acted as creators of digital games. During these meetings, which the average duration was two and a half hours, the researcher acted as a mediator in the process of creating these games, helping students while they programmed them, respecting and valuing their ideas and practices. The activities carried out were recorded in different ways: through filming them, the students' notes in their notebooks, the researcher's field diary, as well as the games built by the students in Scratch platform. The question that guided the directions adopted by the research was: How is Computational Thinking present in the development of mathematical skills from the process of building digital games? The analysis of the data, showed that such creation of the games presented evidence of both the development of mathematical skills and of Computational Thinking skills in the same practice, which points to a possibility to be explored in the classroom during mathematics classes. In conclusion, it was possible to identify mathematical skills of all the Thematic Units proposed by the National Common Curricular Base, in addition to the role of error in face of the activities.
This dissertation presents a research which objective was to investigate the process of creating digital games in an environment that enables Computational Thinking, aiming at the development of mathematical skills. To carry out such investigation, we take the assumptions of Constructionism and the Whirlwind of Learning as theoretical lenses that allowed us to analyze the students' actions while they were interacting with Digital Technologies. We are guided by the mathematical skills suggested by the National Common Curricular Base, which recommends the development of Computational Thinking in Mathematics classes. The research was carried out with 12 students of the final years of Elementary Education of a state school in the city of Limeira in São Paulo, having been developed in eight weekly meetings, in which the students acted as creators of digital games. During these meetings, which the average duration was two and a half hours, the researcher acted as a mediator in the process of creating these games, helping students while they programmed them, respecting and valuing their ideas and practices. The activities carried out were recorded in different ways: through filming them, the students' notes in their notebooks, the researcher's field diary, as well as the games built by the students in Scratch platform. The question that guided the directions adopted by the research was: How is Computational Thinking present in the development of mathematical skills from the process of building digital games? The analysis of the data, showed that such creation of the games presented evidence of both the development of mathematical skills and of Computational Thinking skills in the same practice, which points to a possibility to be explored in the classroom during mathematics classes. In conclusion, it was possible to identify mathematical skills of all the Thematic Units proposed by the National Common Curricular Base, in addition to the role of error in face of the activities.
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Palavras-chave
Pensamento computacional, Competências e habilidades matemáticas, Scratch, Anos finais do ensino fundamental, Computational thinking, Mathematical competencies and skills, Their final years