Pensamento computacional no ensino de função polinomial do primeiro grau na educação básica

Abstract

There are several tools and methodologies that can help students in the process of learning mathematical content, including the use of Digital Technologies (DT) and problem solving. The National Common Curricular Base (BNCC) highlights that it is essential to use more digital languages at school and specifically in the teaching and learning of Mathematics, as they are present in students' daily lives. Among the possibilities, BNCC brings Computational Thinking (PC), a skill that is associated with the development of critical thinking and oriented towards solving problems that involve understanding, defining, analyzing, solving and creating algorithms to solve these problems. Thus, this research aims to develop CP in high school students based on teaching the First Grade Polynomial Function (FPPG) and analyze the production of meanings, through the development and application of a Task Sequence invented in a set of Educational Resources Digital (RED), using Scratch software. The research is initially based on theoretical references such as Wing (2006; 2009; 2011; 2016; 2017; 2019) and Brackamann (2017) who address the PC theme, and Lins (2012) and Silva (2022) who present the Semantic Fields Model (MCS). To achieve the objective described, we propose the Design-Based Research methodology by Matta, Silva e Boaventura (2014), which presents development and application cycles, where in each cycle it is possible to analyze and modify the points necessary to achieve RED validation. As a result, we saw that the development of the PC, based on solving problems, linked to programming in Scratch, brought dynamism and fun to the teaching and learning of the First Degree Polynomial Function. Finally, creations and productions of meanings were expressed in written form and through programming in Scratch, some being beyond what was expected by the participants in view of the activities analyzed.