Avanços da investigação e da prática na integração do pensamento computacional na educação matemática

Acosta, Y., Pincheira, N., & Alsina, Á. (2024). Estableciendo vínculos entre el pensamiento computa-cional y el pensamiento algebraico en educación infantil: Implicaciones para la práctica docente. Quadrante, 33(2), 338–362. https://doi.org/10.48489/quadrante.36181

Almeida, L., & Seki, J. (2024). Modelagem matemática como meio de integração do pensamento compu¬tacional na educação matemática. Quadrante, 33(2), 267–291. https://doi.org/10.48489/quadrante.36900

Baldwin, D., Walker, H. M., & Henderson, P. B. (2013). The roles of mathematics in computer science. ACM Inroads, 4(4), 74–80. https://doi.org/10.1145/2537753.2537777

Barbosa, L., & Maltempi, M. (2024). Construção do conceito de Pensamento Reflexivo Computacional em Experiências Computacionais Educativas Construcionistas. Quadrante, 33(2), 58–81. https://doi.org/10.48489/quadrante.36899

Barcelos, T. S., & Silveira, I. F. (2014). Computational Thinking and Mathematics: possible relationships revealed by an analysis of national curriculum guidelines. In V. Wang (Ed). Handbook of research on education and technology in a changing society (pp. 922–934). IGI Global.

Barreiros, M., & Brunheira, L. (2024). Práticas de pensamento computacional e desenvolvimento do sentido de símbolo: Uma experiência no 2.º ciclo com a folha de cálculo. Quadrante, 33(2), 223–243. https://doi.org/10.48489/quadrante.36208

Bayer, L., Bracke, M., Lantau, J. M & Theobald, M. (2024). Exploring aspects of computational thinking in mathematical modelling projects: Insights from a project week in a German secondary school. Quadrante, 33(2), 130–150. https://doi.org/10.48489/quadrante.36870

Benton, L., Hoyles, C., Kalas, I., & Noss, R. (2017). Bridging primary programming and mathematics: Some findings of design research in England. Digital Experiences in Mathematics Education, 3, 115–138. https://doi.org/10.1007/s40751-017-0028-x

Bers, M. U., Strawhacker, A., & Sullivan, A. (2022). The state of the field of computational thinking in early childhood education. OECD. https://dx.doi.org/10.1787/3354387a-en

Branco, N., & Barros, P. M. (2024). Contributos sobre o pensamento computacional na formação inicial de professores: Uma experiência com o Scratch para o 1.º Ciclo. Quadrante, 33(2), 315–337. https://doi.org/10.48489/quadrante.36983

Broley, L., Buteau, C., Modeste, S., Rafalska, M., & Stephens, M. (2024). Computational thinking and mathematics. In B. Pepin, G. Gueudet, & J. Choppin, (Eds.), Handbook of Digital Resources in Mathematics Education, (pp. 323–360). Springer. https://doi.org/10.1007/978-3-031-45667-1_12

Chan, S. W., Looi, C. K., Mahedirata, S., & Kim, M. S. (2021). A systematic review of teachers' preparedness towards computational thinking integration in mathematics. In C. K. Looi, B. Wadhwa, V. Dagiené, P. Seow, Y. H. Kee, & L. K. Wu (Eds.), Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Conference (pp. 153–155). Asia-Pacific Society for Computers in Education.

Cui, Z., & Ng, O. L. (2021). The interplay between mathematical and computational thinking in primary school students’ mathematical problem-solving within a programming environment. Journal of Educational Computing Research, 59(5), 988–1012. https://doi.org/10.1177/0735633120979930

del Olmo-Muñoz, J., Cózar-Gutiérrez, R., & González-Calero, J. A. (2020). Computational thinking through unplugged activities in early years of Primary Education. Computers & Education, 150, 103832. https://doi.org/10.1016/j.compedu.2020.103832

Grizioti, M., Kynigos, C., & Milrad, M. (2024). Computational thinking in the service of mathematics education: The case of animating programmable 3D models in MaLT2. Quadrante, 33(2), 110–129. https://doi.org/10.48489/quadrante.37379

Kallia, M., Van Borkulo, S. P., Drijvers, P., Barendsen, E., & Tolboom, J. (2021). Characterising computational thinking in mathematics education: A literature-informed Delphi study. Research in Mathematics Education, 23(2), 159–187. https://doi.org/10.1080/14794802.2020.1852104

Kaup, C. F. (2022). Mapping the relations between computational thinking and mathematics in terms of problem-solving. Acta Didactica Norden, 16(4), 9185. https://doi.org/10.5617/adno.9185

Ligeiro, C., Jacinto, H., & Piedade, J. (2024). Desenvolvimento do pensamento computacional e do raciocínio geométrico no 7.º ano: Resultados de uma experiência de ensino. Quadrante, 33(2), 151–192. https://doi.org/10.48489/quadrante.37328

Mateus, A., Oliveira, H., & Piedade, J. (2024). A task for integrating computational thinking in the learning of affine function: an exploratory study with 8th grade students. Quadrante, 33(2), 193–222. https://doi.org/10.48489/quadrante.37041

Ng, O. L., Leung, A., & Ye, H. (2023). Exploring computational thinking as a boundary object between mathematics and computer programming for STEM teaching and learning. ZDM Mathematics Education, 55(7), 1315–1329. https://doi.org/10.1007/s11858-023-01509-z

Nogueira, M., Rostirola. S., Siple, I., Cecatti, M., & Munhoz, R. (2024). Explorando o pensamento computacional em um jogo de tabuleiro: A “Patrulha Canina”como ambiente de aprendizagem desplugada. Quadrante, 33(2), 292–314. https://doi.org/10.48489/quadrante.36156

Nordby, S. K., Bjerke, A. H., & Mifsud, L. (2022). Primary mathematics teachers’ understanding of computational thinking. KI-Künstliche Intelligenz, 36, 35–46. https://doi.org/10.1007/s13218-021-00750-6

OECD (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en

OECD (2023). PISA 2022 Mathematics Framework. PISA 2022 Assessment and Analytical Framework, OECD Publishing. https://doi.org/10.1787/7ea9ee19-en.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.

Pei, C. (Yu), Weintrop, D., & Wilensky, U. (2018). Cultivating Computational Thinking Practices and Mathematical Habits of Mind in Lattice Land. Mathematical Thinking and Learning, 20(1), 75–89. https://doi.org/10.1080/10986065.2018.1403543

Resnick, M. (2006). Computer as paintbrush: Technology, play, and the creative society. Play = Learning, 192–206. https://doi.org/10.1093/acprof:oso/9780195304381.003.0010

Ribera Puchades, J. M., Rotger García, L., & Petro Balaguer, A. B. (2024). Desarrollo de habilidades de pensamiento computacional y visualización a través del juego de mesa Colour Code. Quadrante, 33(2), 244–266. https://doi.org/10.48489/quadrante.36881

Rich, K. M., Yadav, A., & Fessler, C. J. (2024). Computational thinking practices as tools for creating high cognitive demand mathematics instruction. Journal of Mathematics Teacher Education, 27(2), 235-255. https://doi.org/10.1007/s10857-022-09562-3

Rodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M. (2020). Computational thinking and mathematics using Scratch: An experiment with sixth-grade students. Interactive Learning Environments, 28(3), 316–327. https://doi.org/10.1080/10494820.2019.1612448

Sánchez-López, M., Gonzalez-Calero Somoza, J. A. & del Olmo-Muñoz, J. (2024). Exploring the role of floor robots in enhancing computational thinking skills and mental rotation in second and third graders. Quadrante, 33(2), 36–57. https://doi.org/10.48489/quadrante.36860

Shumway, J. F., Welch, L. E., Kozlowski, J. S., Clarke-Midura, J., & Lee, V. R. (2023). Kindergarten students’ mathematics knowledge at work: The mathematics for programming robot toys. Mathematical Thinking and Learning, 25(4), 380–408. https://doi.org/10.1080/10986065.2021.1982666

Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review, 22, 142–158. https://doi.org/10.1016/j.edurev.2017.09.003

Silva, E. C. & Javaroni, S. L. (2024). The possible relationships between the development of computational thinking and the formation of mental actions of students in mathematics classes. Quadrante, 33(2), 82–109. https://doi.org/10.48489/quadrante.36198

Sung, W., Ahn, J., & Black, J. B. (2017). Introducing computational thinking to young learners: Practicing computational perspectives through embodiment in mathematics education. Technology, Knowledge and Learning, 22(3), 443–463. https://doi.org/10.1007/s10758-017-9328-x

Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147. https://doi.org/10.1007/s10956-015-9581-5

Wing, J. M. (2011). Research Notebook: Computational Thinking—What and Why? The Link - Magazine of the Carnegie Mellon University School of Computer Science, 6, 20-23.

Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S. E., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education, 14(1), 1–16. https://doi.org/10.1145/2576872

Ye, H., Liang, B., Ng, O. L., & Chai, C. S. (2023). Integration of computational thinking in K-12 mathematics education: A systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10(3). https://doi.org/10.1186/s40594-023-00396-w

Yeung, G., Ng, O.-L., & Zhang, Y. (2024). Young children’s embodied computational thinking with touchscreen mathematics applications. Quadrante, 33(2), 11–35. https://doi.org/10.48489/quadrante.37071

Zhang, Y., Ng, O.-L., & Leung, S. (2023). Researching Computational Thinking in Early Childhood STE(A)M Education Context: A Descriptive Review on the State of Research and Future Directions. Journal for STEM Education Research, 6(3), 427–455. https://doi.org/10.1007/s41979-023-00097-7