Pensamento computacional, Scratch e Matemática: possíveis relações
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Data
2021-09-13
Autores
Souza, Pedro Henrique Giraldi de
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Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação apresenta os resultados de uma pesquisa cujo objetivo foi identificar os conceitos do pensamento computacional que emergiram de estudantes do nono ano do Ensino Fundamental ao desenvolverem atividades com conteúdo matemático no Scratch. Este estudo seguiu uma abordagem metodológica qualitativa, a partir da qual foram realizadas observações participantes na disciplina de Práticas de Matemática, gerando, por sua vez, cinco atividades com duas turmas do nono ano da Escola Estadual Professora Carolina Augusta Seraphim, pertencente ao Programa de Ensino Integral, na cidade de Rio Claro, interior paulista. Além disso, para a produção e análise dos dados, foi feito um diário com anotações escritas e gravações referentes aos acontecimentos no campo de pesquisa. A dinâmica das aulas em que tais atividades ocorreram era dividida em dois momentos: no primeiro, eu ensinava alguma funcionalidade do software por meio de uma tarefa, tentando relacionar com determinado conteúdo matemático; no segundo momento, a partir do conteúdo que havia sido ensinado, eles realizavam outra tarefa proposta, dedicando-se à manipulação e exploração do programa, com o intuito de generalizarem tais funcionalidades ensinadas para atividades futuras. A pesquisa também investigou e fundamentou as relações entre o pensamento computacional, a Matemática e o Scratch. A análise dos dados evidencia os conceitos, oriundos das relações dos temas, que emergiram dos estudantes ao realizarem tais atividades, além de mostrar as relações dos temas nas atividades desenvolvias por eles com o Scratch.
This dissertation presents a research that aimed to identify the concepts of computational thinking that emerged from ninth graders when developing activities with mathematical content in Scratch. This research followed a qualitative methodological approach, in which participant observations were carried out in the Mathematics Practices discipline, which generated five activities with two ninth-grade classes at the Professora Carolina Augusta Seraphim State School, which belongs to the Integral Education Program. In addition, a field diary was made with written notes and recordings referring to events in the research field for the production and analysis of data. The dynamics of the classes in which such activities occurred took place in two moments, in the first I taught some software functionality through a task, trying to relate some mathematical content, so that, in the second moment, from the content that had been taught, they performed another proposed task dedicating themselves to the manipulation and exploration of the software in order to generalize such features taught for future activities. The research also investigated the relationships between the themes computational thinking, Mathematics and Scratch. Data analysis highlights the concepts, arising from the relationships of the themes, that emerged from the students when carrying out such activities, in addition to showing the relationships of the themes in the activities they developed with Scratch.
This dissertation presents a research that aimed to identify the concepts of computational thinking that emerged from ninth graders when developing activities with mathematical content in Scratch. This research followed a qualitative methodological approach, in which participant observations were carried out in the Mathematics Practices discipline, which generated five activities with two ninth-grade classes at the Professora Carolina Augusta Seraphim State School, which belongs to the Integral Education Program. In addition, a field diary was made with written notes and recordings referring to events in the research field for the production and analysis of data. The dynamics of the classes in which such activities occurred took place in two moments, in the first I taught some software functionality through a task, trying to relate some mathematical content, so that, in the second moment, from the content that had been taught, they performed another proposed task dedicating themselves to the manipulation and exploration of the software in order to generalize such features taught for future activities. The research also investigated the relationships between the themes computational thinking, Mathematics and Scratch. Data analysis highlights the concepts, arising from the relationships of the themes, that emerged from the students when carrying out such activities, in addition to showing the relationships of the themes in the activities they developed with Scratch.
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Matemática (Ensino fundamental), Matemática - Estudo e ensino, Tecnologia educacional, Final years of Elementary School, Computational concepts, K-12 Education, Mathematical Education, Digital technologies