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Promover o pensamento computacional no ensino da matemática : uma experiência de ensino no 3º ano do primeiro ciclo
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| 6.83 MB | Adobe PDF |
Authors
Abstract(s)
A inclusão das capacidades de Pensamento Computacional (PC) no currículo escolar, desde as primeiras séries do ensino básico tem sido considerada uma oportunidade de proporcionar aos alunos uma diversidade de experiências de aprendizagem que lhes auxiliem na compreensão de diversas áreas, como a matemática. As recentes mudanças do currículo escolar na Educação Básica em Portugal trouxeram novas exigências voltados ao currículo de Matemática do 1.º ciclo do Ensino Básico, e entre estas, surgiu a necessidade de os professores incorporarem o Pensamento Computacional nas suas aulas uma capacidade matemática transversal. Desta forma, o objetivo deste estudo foi compreender como uma experiência de ensino com uma turma de 3º ano do 1.º Ciclo do Ensino Básico, centrada em atividades plugadas e desplugadas, recorrendo ao uso da programação, pode contribuir para o desenvolvimento do Pensamento Computacional dos alunos, enquanto capacidade matemática transversal. Para responder às questões de investigação, optou-se por uma metodologia de pendor qualitativo, assente na observação das aulas e recolha documental e com recurso adicional à aplicação do Teste de Validação de Competências do Pensamento Computacional (BCTt v2) em dois momentos, no quadro de uma abordagem de Design-based Research. Os resultados revelaram diversas dificuldades dos alunos, principalmente no que se refere às práticas da abstração, do reconhecimento de padrões, da algoritmia e da depuração, bem como da expressão de ideias. Foi evidente uma evolução na capacidade dos alunos de resolver problemas mais complexos na fase final do estudo, indicando que uma abordagem mista de tarefas plugadas e desplugadas foi benéfica para o desenvolvimento do Pensamento Computacional em alunos deste nível de escolaridade.
The inclusion of Computational Thinking (CT) skills in the school curriculum, since the first grades of Basic Education, has been considered an opportunity to provide students with a diversity of learning experiences that help them understand different areas, such as mathematics. Recent changes to the school curriculum in Basic Education in Portugal have brought new demands focused on the Mathematics curriculum of Primary Education, and among these, there was a need for teachers to incorporate Computational Thinking into their classes, a transversal mathematical capacity. Therefore, the aim of this study was to understand how a teaching experience with a 3rd year class of the Primary Education, centered on plugged and unplugged activities, using programming, it can contribute to the development of students' Computational Thinking, as a transversal mathematical capacity. To answer the research questions, a primarily qualitative methodology was chosen, based on the observation of the class and on documents collection and with the additional use of the Validation of Computational Thinking Competences Test (BCTt v2) in two moments, within the framework of a Design-based Research approach.. The results revealed several difficulties faced by students, mainly with regard to the practices of abstraction, pattern recognition, algorithms and debugging, as well as the expression of ideas. An improvement in students' ability to solve more complex problems was evident in the final phase of the study, indicating that a mixed task approach plugged and unplugged was beneficial for the development of Computational Thinking in students at this level of education.
The inclusion of Computational Thinking (CT) skills in the school curriculum, since the first grades of Basic Education, has been considered an opportunity to provide students with a diversity of learning experiences that help them understand different areas, such as mathematics. Recent changes to the school curriculum in Basic Education in Portugal have brought new demands focused on the Mathematics curriculum of Primary Education, and among these, there was a need for teachers to incorporate Computational Thinking into their classes, a transversal mathematical capacity. Therefore, the aim of this study was to understand how a teaching experience with a 3rd year class of the Primary Education, centered on plugged and unplugged activities, using programming, it can contribute to the development of students' Computational Thinking, as a transversal mathematical capacity. To answer the research questions, a primarily qualitative methodology was chosen, based on the observation of the class and on documents collection and with the additional use of the Validation of Computational Thinking Competences Test (BCTt v2) in two moments, within the framework of a Design-based Research approach.. The results revealed several difficulties faced by students, mainly with regard to the practices of abstraction, pattern recognition, algorithms and debugging, as well as the expression of ideas. An improvement in students' ability to solve more complex problems was evident in the final phase of the study, indicating that a mixed task approach plugged and unplugged was beneficial for the development of Computational Thinking in students at this level of education.
Description
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), Universidade de Lisboa, Instituto de Educação, 2023
Keywords
Pensamento computacional Aprendizagem da matemática Ensino básico (1º ciclo) Tecnologias da informação e da comunicação Dissertações de mestrado - 2023