Uma tarefa de integração do pensamento computacional na aprendizagem da função afim: Um estudo exploratório com alunos do 8.º ano
DOI:
https://doi.org/10.48489/quadrante.37041Palavras-chave:
pensamento computacional, pensamento funcional, função afim, matemática, 3.º cicloResumo
A recente introdução do pensamento computacional nos currículos de matemática exige investimento no design de recursos que promovam uma aprendizagem integrada do pensamento computacional e da matemática na sala de aula. Este estudo exploratório, realizado no contexto de uma experiência de ensino, discute como uma tarefa que integra o pensamento computacional no estudo de funções afins no 8.º ano contribui para o desenvolvimento das práticas de pensamento computacional e do pensamento funcional dos alunos. Adotou-se uma metodologia qualitativa, com dados recolhidos através de observação participante em duas turmas, com áudio e vídeo gravação, e dos trabalhos escritos dos alunos. As práticas de pensamento computacional visadas foram: abstração, decomposição, reconhecimento de padrões, análise e definição de algoritmos e o desenvolvimento de hábitos de depuração e otimização dos processos. A análise sobre o pensamento funcional focou-se nas representações de funções, generalização contextual e simbólica e modelação matemática. Os resultados mostram que as práticas de pensamento computacional e as dimensões do pensamento funcional foram integradas durante a resolução da tarefa pelos alunos, destacando-se o importante papel do contexto da tarefa e dos diferentes tipos de representação, especialmente, a representação codificada facilitada pelo Scratch, para apoiar os alunos a progredirem de exemplos concretos para situações mais gerais.
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