Possibilidades de mobilização de conceitos matemáticos mediados pelos pilares do pensamento computacional

Abstract

The technological transformations of the last century have made it essential that the knowledge that reverberates from Digital Technologies, that is, from computational concepts, permeates the educational path of individuals. However, the use of computers in the context of Basic Education, discussed since the 80s by Papert (1985), was resumed in Brazil after the approval of the National Common Curricular Base (BNCC). Based on this document, studies on the development of Computational Thinking and its approaches to the discipline of Mathematics have been carried out. Therefore, we investigate Computational Thinking and its relationship with Mathematics. Thus, the present research aims to analyze how mathematical concepts are mobilized when mediated by Computational Thinking in the development of learning objects, based on the investigative question: How can the construction of learning objects, mediated by Computational Thinking, contribute to the development of mathematical concepts? To answer this question, qualitative research was carried out with students in the 9th year of Elementary School in a public school during the first semester of the 2023 school year. An extracurricular workshop was offered for students to create mathematics learning objects in the Scratch software. The choice of this age group considered the completion of the Elementary School training path, assuming diversified knowledge within the Mathematics component. The methodological steps followed in the research were as follows: project submission; selection of participants; holding the workshop for data collection; organization of the data obtained; analysis and discussion of the data produced and the preparation of the Educational Product. The educational product consists of an e-book, created from teaching material that, after analyzing the results obtained because of the application, was reformulated. Through the data obtained, we observed a possibility of mobilizing Computational Thinking in Elementary Education, in the construction of a Learning Object and that during the process of programming an object, it is possible to verify the mobilization of the pillars of Computational Thinking: decomposition, abstraction, recognition of patterns and algorithms evolving organically from emerging structures. In this sense, this construction enabled the student, through visual programming in the Scratch software, to develop new mathematical concepts and mobilize those already acquired. Therefore, Scratch software is seen as a pedagogical environment that enables the mobilization of mathematical concepts and the development of Computational Thinking.