Banca de DEFESA: LAIS SANTOS BRASIL

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LAIS SANTOS BRASIL
DATE: 27/03/2025
TIME: 14:00
LOCAL: Google Meeting:https://meet.google.com/udv-haiv-oqd
TITLE:

The Relationship between Mathematics and Computational Thinking in Basic Education: Systematic Review and Analysis of Didactic Sequence for Implementation of Programming Logic in High School

KEY WORDS:

Computational Thinking, Mathematics Education, Problem-Solving, Teacher Training, Programming Logic.

PAGES: 96
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

This dissertation aims to investigate the relationship between Mathematics and Computational Thinking in Basic Education, with a focus on High School. The research problem arises from the challenge of how schools can promote problem-solving and include students in the digital world, as indicated by the National Common Curricular Base (BNCC). The study is structured in a multipaper format, comprising two scientific articles that address different aspects of this relationship, combining a systematic literature review and an applied research study based on the Didactic Engineering methodology. In this study, a didactic sequence was developed and validated with undergraduate Mathematics students from the Federal Rural University of Rio de Janeiro (UFRRJ), who participate in the Institutional Scholarship Program for Teaching Initiation (PIBID). The theoretical foundations include authors such as Jeanette Wing (2006), for the definition of Computational Thinking; George Pólya (1995), who proposes a model for mathematical problem-solving. Additionally, studies on digital literacy and the inclusion of technologies in education, such as those by Raabe et al. (2018) and Cerigatto and Nunes (2020), were considered. Beyond the research results, an educational product was implemented for mathematics teachers, using unplugged activities to strengthen Computational Thinking. Data analysis highlighted that, despite initial difficulties in algorithmic writing and problem modeling, participants showed progress in using mathematical strategies associated with Computational Thinking. The findings of this dissertation reinforce the importance of the structured inclusion of Computational Thinking in the school curriculum, emphasizing the need for increased academic production and the inclusion of subjects in teacher education programs that address Computational Thinking to prepare educators to apply these approaches in the classroom. Furthermore, the research suggests future investigations into hybrid methodologies (plugged and unplugged) and the expansion of teacher training to address the challenges posed by digital culture.

COMMITTEE MEMBERS:
Interno - 2571126 - MARCELO DE OLIVEIRA DIAS
Interno - 1160735 - MOISES CENI DE ALMEIDA
Interna - 3216044 - ROSELI ALVES DE MOURA
Externo à Instituição - CARLOS RICARDO BIFI
Externa à Instituição - GLAUCIA RIBEIRO GONZAGA - UFF