Equações polinomiais do 2° grau : uma abordagem pedagógica à luz de teorias de aprendizagem ativa e do pensamento computacional

Abstract

This research investigated the contribution of using active learning strategies and computational thinking in the learning of 2nd-degree polynomial equations by ninth-grade students in a municipal school in Caxias do Sul. Aligned with the guidelines of the National Common Curricular Base (BNCC), which suggests the use of such strategies and the use of Digital Information and Communication Technologies (TDICs) in classes, the research sought to answer the following question: How can the use of active learning theories and computational thinking contribute to the learning of 2nd-degree polynomial equations? The research adopted a qualitative approach, with data collection through observations, questionnaires, and analysis of student productions. From the planning of meetings based on active learning strategies such as in-class exercises, one-minute paper, groups with different tasks, and the three hundred methodology, as well as Papert's constructionism combined with the development of computational thinking through Scratch, the data analysis revealed that the combination of active learning and computational thinking promoted greater student engagement, facilitated the understanding of mathematical concepts, and developed problem-solving skills. The application of an educational product, which integrated these approaches, demonstrated the potential to make mathematics teaching attractive and aligned with the demands of the digital age. [resumo fornecido pelo autor]