O pensamento computacional no processo de aprendizagem da matemática nos anos finais do ensino fundamental

• Ano de defesa: 2019
• Autor(a) principal: Evaristo, Ingrid Santella
• Orientador(a): Terçariol, Adriana Aparecida de Lima
• Banca de defesa: Gitahy, Raquel Rosan Christino, Fusaro, Márcia do Carmo Felismino, Higuchi, Agnaldo Keiti, Teixeira, Rosiley Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: tecnologias digitais de informação e comunicação; pensamento computacional; matemática; educação básica e anos finais do ensino fundamental
• Palavras-chave em Inglês: digital information and communication technologies; computational logical thinking; mathematics; basic education and final years of elementary school
• Palavras-chave em Espanhol: tecnologías de información y comunicación digital; pensamiento lógico computacional; matemáticas; educación básica y últimos años de la escuela primaria
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2180

This study is linked to the Master's Program in Management and Educational Practices of the University Nove de Julho (PROGEPE - UNINOVE), especially to the Research and Intervention Line in Educational Management (LIPIGES). The main objective of this study was to analyze how the development of computational thinking in school contributes to the process of teaching and learning of mathematics in the scope of Basic Education, specifically in the final years of elementary school. With specific objectives this research aimed to identify what public policies signal regarding the use of Digital Information and Communication Technologies (TDIC) in education, especially regarding the work with computational thinking in the school context; analyze what changes are introduced in the educational process of mathematics, when it is triggered, through practices articulated to computational thinking and TDIC; understand how the development of computational thinking in school can contribute to the process of teaching and learning mathematics, considering the difficulties and challenges emerging in this process and highlight which skills are developed from pedagogical practices that articulate computational thinking and ICTs. in school. From these objectives, the following questions that guided the development of this research were outlined: What public policies indicate regarding the use of Digital Information and Communication Technologies (TDIC) in education, especially regarding the work with computational thinking? in the school context? How can the development of computational thinking in school contribute to the process of teaching and learning mathematics? What difficulties and challenges emerge in this process? What skills are developed from pedagogical practices that articulate computational thinking and ICTs? The research was carried out in a State School, located in São Paulo-SP. The participants of this research were students of the eighth grade of the final years of elementary school, more precisely, the research was developed with 54 students, 28 of the class called A and 26 of the class named B, students in the age group of 13 and 14 years. . The methodology used was of a qualitative nature, developing through an intervention research. The data collection instruments used were: participant observation, questionnaire, focus groups and a semistructured interview. The research was based on the following authors: Lévy (2014), Libane (1994), Moran (2013), Papert (1980), Resnick (2012), Valente (2011), Wing (2009), among others. The main results achieved with this study provided the understanding that pedagogical practices provide the development of computational thinking, linked to mathematics and TDIC, especially the development of programming in the school environment, expanding the possibilities for the construction of new knowledge, in a more collaborative, meaningful and contextualized way, still offering numerous opportunities for the development of technological and logical-mathematical skills, among others, considered essential to students in the current scenario.