Creativity and Problem Solving: Teaching Mathematics Through From Programming Logic
Mathematics Education; Problem solving; Teacher training;Programming Logic.
This dissertation qualification material presents an investigation into the relationship between computational thinking and mathematical problem-solving, focusing on the inclusion of algorithmic resolution in the classroom. For this dissertation work, the multipaper format was chosen and is divided into four chapters: the first chapter will contextualize the research, including the academic trajectory, the relationship between mathematics and computational thinking, and the structure of the research; the second will present a systematic review conducted in a CAPES repository; the third chapter will present a proposal for the application of an activity with students from the mathematics teaching degree course; and the last chapter aims to elucidate the results of the entire research journey. For this research, the theoretical foundation was sought through authors such as MENDES (2020), MATTOS (2020), WING (2006), ALMOULOUD (2007), BROUSSEAU (1995), among others. So far, the two initial chapters have been completed, and at the end, in the third chapter, a didactic sequence will be applied with students from the mathematics teaching degree course at the Federal Rural University of Rio de Janeiro (UFRRJ), which, after validation, will result in an educational product in the form of a Didactic Sequence containing activities for mathematics teachers.