Relações entre o pensamento computacional e o pensamento matemático elementar na formação de professores que ensinam matemática nos anos iniciais da educação básica

Abstract

Contemporary educational contexts demand the development of specific skills and abilities, among which Computational Thinking stands out. This concept is based on the application of Computer Science principles and strategies to formulate and solve problems, whether mathematical, from other areas of knowledge, or from everyday life, with or without the use of digital devices. In this context, the present research was developed with a qualitative and collaborative approach, based on the general objective of analyzing the relationship between Computational Thinking and Elementary Mathematical Thinking in a continuing education course for teachers who teach mathematics in the Early Years of Basic Education. To build the theoretical framework, we drew on literature discussing Elementary Mathematical Thinking and its processes at the beginning of schooling; the use of technology in education; Computational Thinking and its pillars; teacher training and the knowledge that supports educational practice; and the meanings attributed to pedagogical practices. As a practical contribution, a training course was offered to 11 (eleven) mathematics teachers working in the early years of Basic Education. The course was structured around face-to-face meetings, synchronous online sessions, and asynchronous activities. During the course, pedagogical practices were proposed that focused on solving problems through both Computational Thinking and Elementary Mathematical Thinking. These activities enabled participants to reflect on their understanding, experiences, and the relationships between the two forms of thinking. Data for the research were collected from posts in complementary activities, discussion forums, interactions among peers and between participants and the researcher, video transcriptions of face-to-face and online meetings, and initial and final questionnaires. These data were analyzed within four categories: Formative Process, Computational Thinking, Elementary Mathematical Thinking, and the Relationships between Computational Thinking and Elementary Mathematical Thinking. The results showed that pedagogical practices when intentional and grounded in the pillars of Computational Thinking applied to problem-solving, support the development of Elementary Mathematical Thinking processes. Likewise, the cognitive processes inherent in Elementary Mathematical Thinking enhance mental connections during Computational Thinking activities, encompassing perception, communication, pattern recognition, and representation, and reaching more complex levels such as analysis and synthesis. Thus, movements of convergence were identified between the pillars of Computational Thinking – decomposition, pattern recognition, abstraction, and algorithms – and the cognitive processes characteristic of Elementary Mathematical Thinking – perception, communication, patterns, representation, analysis, and synthesis – as evidenced in the practices of the course participants. As a resulting educational product, the materials used and adapted during the course were reorganized and presented as a Digital Interactive Book, made available online in a dedicated environment for teachers interested in the subject.