Pensamento computacional ao serviço da educação matemática: O caso da animação de modelos 3D programáveis em MaLT2
DOI:
https://doi.org/10.48489/quadrante.37379Palavras-chave:
pensamento computacional, educação matemática, construcionismo, modelador 3D, ensino secundárioResumo
A comunidade científica reconheceu que o Pensamento Computacional (PC) vai além da ciência da computação e deve ser integrado de forma significativa em todo o currículo. No entanto, no que diz respeito à educação matemática, a maioria das abordagens, estudos e ferramentas estão focadas em conceitos de programação em tarefas matemáticas, deixando processos matemáticos de alto nível e competências em segundo plano. Além disso, a maior parte das pesquisas concentra-se nos primeiros anos, deixando lacunas na compreensão do papel do PC na matemática do ensino secundário. Este artigo propõe uma abordagem que utiliza a programação para desenvolver o Pensamento Computacional ao serviço da aprendizagem matemática, em vez do contrário. Por meio de um estudo empírico com estudantes do ensino secundário utilizando o MaLT2, um modelador online de Geometria da Tartaruga em 3D, investigamos como o PC pode apoiar a matematização, oferecendo insights sobre a interseção entre o PC e o raciocínio matemático. Exploramos diferentes soluções computacionais para problemas matemáticos, dadas por estudantes do ensino secundário, discutindo se elas seguem uma abordagem orientada para a matemática ou para a ciência da computação. Os resultados mostraram que as práticas de PC podem ser usadas de diferentes maneiras para resolver o mesmo problema computacionalmente e, dependendo da abordagem, podem promover a construção de significado matemático ou de significado em ciência da computação.
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