O uso do Python no ensino, aprendizagem e como ferramental do docente de matemática

• Ano de defesa: 2026
• Autor(a) principal: Alves Júnior, Flávio Régis
• Orientador(a): Galvão, Israel Burití
• Banca de defesa: Louredo, Aldo Trajano, Barboza, Weiller Felipe Chaves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba; 31075010001P2
• Departamento: Centro de Ciências e Tecnologia - CCT
• País: BR
• Palavras-chave em Português: Python; Ensino de matemática; Algoritmos
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/76821

The Master's Program in Mathematics (PROFMAT) has played a fundamental role in improving mathematical training. Throughout its academic activities, studies have been deepened and a consistent base of knowledge has been consolidated, with a view to contributing to the teaching of Mathematics. In this context, this work aims to present how Mathematics, associated with the Python programming language, can act as a support tool for the teaching and learning process, assisting teachers and students. This work also presents concepts related to programming algorithms and the analysis of their efficiency, considering the relationship between the input size and execution time. It is evident that mathematical functions provide tools, through asymptotic notations, that allow the classification of the efficiency of algorithms, with emphasis on the Big O theory. It is argued that this approach constitutes an active methodology in the teaching of mathematical content, especially with regard to the analysis and interpretation of function graphs. Still related to the efficiency of algorithms, and considering that these constitute a type of technology, we address some sorting algorithms: Insertion Sort, Merge Sort, and Quick Sort. We define the execution procedures of each of them in sorting elements of a sequence and compare their respective execution times. These algorithms also involve concepts related to mathematical arrangements, sequences, and factorials. In addition to contributing to the teaching of mathematics, this technological approach can spark students' interest in an expanding professional area. Finally, a proposal for teaching mathematics mediated by the Python programming language is presented, aimed at basic education students. The proposal is organized in a didactic sequence composed of 12 lessons, structured in a contextualized way, with the objective of promoting the construction of mathematical concepts through the use of technological resources, such as notebooks, educational applications, and internet access.