Habilidades do pensamento computacional e feedback automático no contexto da Educação Financeira nos anos iniciais

• Ano de defesa: 2025
• Autor(a) principal: Lorena, Andréa Luiza Moreira
• Orientador(a): Abar, Celina Aparecida Almeida Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Matemática
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Português: Educação Matemática; Pensamento computacional; Feedback automático; Educação Financeira; Pensamento financeiro; GeoGebra; Anos iniciais
• Palavras-chave em Inglês: Mathematical Education; Computational thinking; Automatic feedback; Financial Education; Financial thinking; GeoGebra; Early years
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45347

This research aims to investigate Computational Thinking skills present in the application of activities with automatic feedback in the context of Mathematics Education and Financial Education, aiming to develop mathematical concepts and interdisciplinary knowledge inherent to the financial context for third-year elementary school students in the city of Porto, Portugal. The study began with the author's participation, in partnership with a primary school teacher at a Portuguese public school, in a teacher training program involving Computational Thinking. The objective was to develop activities with automatic feedback using GeoGebra software. For this research, we sought to utilize Computational Thinking skills in the process of constructing activities with automatic feedback by teachers and to identify these skills during the application of the applet to students. Methodological aspects of action research, the qualitative and participatory nature of the research, a literature review of the concepts involved, and analysis of data produced during the application of this resource in the classroom were considered. The application of the applet with automatic feedback, built in GeoGebra software, enabled the analysis to identify Computational Thinking skills in the context of Financial Education, such as decomposition, pattern identification, abstraction, comparison, algorithm creation, and debugging, as well as to relate them to Financial Thinking competencies. Relationships between Computational Thinking skills and the formative assessment process, with automatic feedback, were observed, considering the systemic and integrated vision that both suggest. Automatic feedback has been shown to contribute to the development of these skills, to the redefinition of the student's relationship with error, and to the development of mathematical concepts considered in the applet's development, involving prior knowledge of non-negative integers, counting processes, numerical relationships, mental calculations, among others. By developing Computational Thinking in the context of Financial Education, we believe that analytical and critical capacity regarding the financial system can be enhanced, reducing emotional biases through the development of logic and promoting more informed choices in this context. We understand that new research on the development of Computational Thinking in the financial context, as well as topics that reflect cognitive processes and teaching and learning processes, are important for developing innovative teaching practices that embrace different ways of thinking and seeing the world. We hope this study encourages other teachers to adopt the procedures described to improve their practice, and that initial and continuing education processes consider the importance of fostering collaborative actions and sharing networks, with the exchange of ideas and experiences among teachers, including professionals with different backgrounds and areas of expertise