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Pensamento computacional e aprendizagem de geometria – Um estudo no 7º ano de escolaridade
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O Pensamento Computacional (PC) tem vindo a adquirir uma relevância crescente nos últimos anos, sendo considerado uma competência essencial para enfrentar os desafios e exigências da sociedade atual. Neste contexto, e refletindo a sua integração nos currículos escolares, este estudo explora como a aprendizagem da Geometria no 7.º ano de escolaridade e o desenvolvimento do PC podem ser integrados de forma estruturada e organizada. A metodologia utilizada foi o design research – Experiência de Ensino por conjetura. Adotou-se uma abordagem baseada em tarefas, especificamente concebidas para o ensino exploratório, com o objetivo de desenvolver simultaneamente o PC e o raciocínio geométrico. Com foco no tópico geométrico - Operações com Figuras, as tarefas integraram as práticas de abstração, de decomposição, do reconhecimento de padrões, da algoritmia e da depuração, articuladas com os processos de raciocínio geométrico associados aos níveis de Van Hiele. As atividades foram implementadas em duas turmas do 7.º ano, com a recolha de dados a ser realizada através de observações e da análise dos trabalhos dos alunos. Os resultados indicam que a utilização de tarefas que combinam o PC e a Geometria favorece a aprendizagem dos alunos, permitindo-lhes explorar e aplicar conhecimentos de ambas os domínios de forma integrada, cíclica e iterativa. Os alunos demonstraram a capacidade de formular e testar hipóteses, realizar abstrações, decompor problemas complexos e aplicar soluções algorítmicas de forma criativa e crítica. Utilizaram conhecimentos geométricos para desenvolver produtos computáveis, traduziram conceitos matemáticos para a linguagem de programação e utilizaram o raciocínio geométrico para antecipar e corrigir resultados computacionais, num ambiente de aprendizagem mais dinâmico e colaborativo. Contudo, os níveis de consecução foram variados. A investigação identificou desafios na conexão entre os modos de pensamento computacional e raciocínio geométrico e que a integração entre o PC e a aprendizagem de Geometria é influenciada por múltiplos fatores, incluindo a complexidade dos conceitos geométricos e o nível de familiaridade dos alunos com as linguagens de programação. Em particular, as dificuldades na dedução informal e na aplicação de conceitos geométricos mais complexos indicam a necessidade de mais tempo e apoio para que os alunos alcancem níveis mais elevados de raciocínio geométrico e desenvolvam o PC. O estudo conclui que, embora a integração de PC e a aprendizagem da Geometria seja viável e benéfica, a sua eficácia depende de abordagens pedagógicas adaptáveis que considerem o nível de desenvolvimento cognitivo dos alunos e que incluam o uso de ensino exploratório com tarefas bem estruturadas. Recomenda-se também o uso de tarefas unplugged no início da aprendizagem para facilitar a transição para o uso de ferramentas digitais.
Computational Thinking (CT) has gained increasing relevance in recent years and is regarded as an essential skill to address the challenges and demands of contemporary society. In this context, and reflecting its integration into school curricula, this study explores how learning Geometry in the 7th grade and the developing CT can be integrated in a structured and organised way. The methodology used was Design Research, specifically a conjecture-driven teaching experiment. A task-based approach was adopted, specifically designed for inquirybased learning, with the aim of simultaneously developing CT and geometric reasoning. Focusing on the geometric topic "Operation with Figures" (similarities) the tasks integrated the CT practices of abstraction, decomposition, pattern recognition, algorithmic thinking, and debugging, articulated with the geometric reasoning processes associated with Van Hiele levels. The activities were implemented in two 7th-grade classes, with data collection collected through observations and students' works. The results suggest that using tasks that combine CT and Geometry enhances student learning, allowing them to explore and apply knowledge from both domains in an integrated, cyclical, and iterative manner. The students showed the ability to formulate and test hypotheses, perform abstractions, decompose complex problems, and apply algorithmic solutions in creative and critical ways. They use geometric knowledge to develop computable products, translated mathematical concepts into programming languages, and used geometric reasoning to anticipate and correct computational results in a more dynamic and collaborative learning environment. However, the levels of achievement were varied. The research identified challenges in linking CT and geometric reasoning, highlighting that the integration of CT and Geometry is influenced by multiple factors, including the complexity of geometric concepts and students' familiarity with programming languages. Specifically, difficulties in informal deduction and the application of more complex geometric concepts suggest the need for additional time and support for students to reach higher levels of geometric reasoning and develop CT. The study concludes that, although the integration of CT and Geometry learning is feasible and beneficial, its effectiveness depends on adaptable pedagogical approaches that take students’ cognitive development levels into account and include inquiry-based learning with wellstructured tasks. Additionally, it is recommended to incorporate unplugged tasks at the beginning of the learning process to facilitate the transition to the use of digital tools.
Computational Thinking (CT) has gained increasing relevance in recent years and is regarded as an essential skill to address the challenges and demands of contemporary society. In this context, and reflecting its integration into school curricula, this study explores how learning Geometry in the 7th grade and the developing CT can be integrated in a structured and organised way. The methodology used was Design Research, specifically a conjecture-driven teaching experiment. A task-based approach was adopted, specifically designed for inquirybased learning, with the aim of simultaneously developing CT and geometric reasoning. Focusing on the geometric topic "Operation with Figures" (similarities) the tasks integrated the CT practices of abstraction, decomposition, pattern recognition, algorithmic thinking, and debugging, articulated with the geometric reasoning processes associated with Van Hiele levels. The activities were implemented in two 7th-grade classes, with data collection collected through observations and students' works. The results suggest that using tasks that combine CT and Geometry enhances student learning, allowing them to explore and apply knowledge from both domains in an integrated, cyclical, and iterative manner. The students showed the ability to formulate and test hypotheses, perform abstractions, decompose complex problems, and apply algorithmic solutions in creative and critical ways. They use geometric knowledge to develop computable products, translated mathematical concepts into programming languages, and used geometric reasoning to anticipate and correct computational results in a more dynamic and collaborative learning environment. However, the levels of achievement were varied. The research identified challenges in linking CT and geometric reasoning, highlighting that the integration of CT and Geometry is influenced by multiple factors, including the complexity of geometric concepts and students' familiarity with programming languages. Specifically, difficulties in informal deduction and the application of more complex geometric concepts suggest the need for additional time and support for students to reach higher levels of geometric reasoning and develop CT. The study concludes that, although the integration of CT and Geometry learning is feasible and beneficial, its effectiveness depends on adaptable pedagogical approaches that take students’ cognitive development levels into account and include inquiry-based learning with wellstructured tasks. Additionally, it is recommended to incorporate unplugged tasks at the beginning of the learning process to facilitate the transition to the use of digital tools.
Descrição
Dissertação de mestrado, Educação e Tecnologias Digitais - EaD, 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Pensamento computacional Geometria Tarefas Ensino básico (3º ciclo) Dissertações de mestrado - 2025