Vislumbres do uso do scratch na construção de modelos matemáticos em uma atividade de modelagem

Abstract

The present study investigates how Scratch can be used in the construction of mathematical models in a modelling activity planned from the perspective of Model-Eliciting Activities (MEAs). It emphasizes the importance of integrating technological tools into mathematics education, providing better conditions for the visualization and understanding of mathematical concepts, as well as encouraging student engagement. The analysis, grounded in a qualitative approach, describes how Scratch's programming blocks can be used to build a mathematical model to determine the day of the week a person was born. Considering the author's experiences, this analysis was carried out thinking about the development of the activity in the Computational Thinking discipline, with students in the final years of Elementary School, since it allows the approach of concepts of Euclidean division, multiples and divisors. The results suggest that using Scratch can contribute to the establishment, documentation, and communication of relationships between variables and characteristics of the phenomenon under investigation in a dynamic and interactive way, in addition to promoting the externalization of thinking and the development of problem-solving skills, encouraging creativity and autonomy in model construction. The implementation of the activity in the classroom with the students and the analysis of the practice is a planned continuation of this research.