Robótica educacional no ensino de matemática: como os conteúdos se fazem presentes

Abstract

The development of different Digital Technologies (TD) aimed at the Teaching of Mathematics has contributed to the increase in research that studies the possibilities of using these school activities for educational purposes. In this bias, the present study is directed to the Teaching of Mathematics and aims to identify and present how the mathematical contents are included in activities with the use of Educational Robotics (RE) as a resource in the teaching process. Therefore, this research is concerned with answering the following question: how are the mathematical contents present when using RE as a resource? To answer it, we conducted a qualitative and exploratory research, through a systematic mapping (MS), followed by meta-analysis of articles contained in CAPES journals with Qualis (A1, A2, B1 and B2) and as dissertations and theses available on the basis of CAPES and the Brazilian Digital Library of Theses and Dissertations (BDTD) published in the last twenty-four years that simultaneously address the Teaching of Mathematics and Educational Robotics. As a result, we identified that the most common contents in the studies studied are related to Flat Geometry, using LEGO kits and the kit’s own programming software; in addition, we highlight constructionist theory as the theoretical approach most cited in the studies studied and that mathematical content is evidenced from methodological trends, with emphasis on problem solving and mathematical investigation. With the results obtained, we identified in the literature, possibilities of using the ER for teaching mathematical concepts, but we identified a shortage of materials that pointed out a path for the teacher who intends to start using this resource. In this context, we present, as an educational product, a proposal to start the use of RE in Mathematics classes, supported by the Common National Curricular Base.