Experiências computacionais no ensino da matemática por meio da programação de aplicativos

Abstract

With the advancement of technology, it has become possible to incorporate it into the school environment. In order to enhance the teaching and learning of Mathematics classes, the use of educational tools such as App Inventor is integrated into lesson planning. This allows for lesson plans that are more in line with the students' reality. It has been observed that there are gaps in the teaching of Measurement and Quantities, which have an impact on high school, where students struggle with Mathematics and other areas of knowledge such as Physics and Chemistry. For this reason, this content needs to be better developed in the later years of elementary school, with computational tools being a way to contribute to learning. The National Common Curriculum Base supports the development of computational thinking and digital culture. As tools are important for students' development, they make them protagonists of their own learning. In this issue, the following research question was formulated: how could programming, when done by students themselves in environments like the MIT App Inventor platform, represent a path to success in teaching Measurement and Quantities? In order to answer this research question, an Educational Product was conceived, aiming to enhance the teaching of Measurement and Quantities, which includes a didactic sequence using the App Inventor software, and it has been tested and evaluated in mathematics classes for 6th-grade students in elementary school. The theoretical framework used ideas from Seymour Papert, which serve as inspiration for educators who wish to innovate in their classes, through the theory of constructivism that proposes that students reach learning methods that value the construction of knowledge based on their own ideas and initiatives. Additionally, the National Common Curriculum Base document was used as theoretical foundation. At the end of this work, the Educational Product was evaluated, and it was concluded that it fulfills these needs, creating a situation of meaningful learning for students to materialize their knowledge and develop other skills, such as computational thinking. [resumo fornecido pelo autor]