Uma estratégia metodológica para integração do pensamento computacional ao ensino de matemática.

Abstract

Computational Thinking came to be considered an approach to stimulate problem-solving skills. Its main objective is to develop skills associated with computer science to support the creation of solutions to problems in different contexts. These competencies are associated with developing our ability to collect, represent and analyze data; abstract information; decompose problems; build algorithms; automate routines; parallelize procedures; and simulate behaviors. In order to encourage them, the literature highlights two methodological aspects: the first aims to teach specific disciplines of computer science; and the second from interdisciplinary strategies that aim to incorporate the stimulus to skills in parallel with the subjects of basic education. Although significant advances are evident, some problems are still characteristic: the lack of technical/technological infrastructure, on the part of schools, for example; and the need to train teachers in specific topics related to computer science, negatively impacting the motivation of these professionals in conducting activities that are outside their specialties. Given this scenario, this research proposes a methodological strategy that aims to enable mathematics teachers to stimulate the skills of Computational Thinking from pedagogical resources of the discipline itself, without relying on infrastructure or conducting activities that are outside their specialties. The proposed methodological strategy was built using as a basis the mathematics questions commonly adopted in the classroom to incorporate the skills of Computational Thinking. After the proposal of the strategy, we evaluated the capacity of assimilation and replication of the proposal by graduates and students of mathematics courses. The intervention was carried out with 37 professionals with different levels of experience and the results indicate that these participants were able to associate and replicate the general and specific concepts around the proposed methodological strategy. One of the metrics used was the Kappa agreement index, which indicated an average of 0.444 for the activity of identifying competencies, and 0.246 for the creation and cataloging of new questions and their competencies. These values indicate that there was moderate agreement among the participants.