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Abstract(s)
O pensamento computacional é assumido como uma competência do século XXI, ganhando reflexo nas revisões curriculares dos últimos anos em diversos países. Em Portugal, o pensamento computacional surge como uma das capacidades matemáticas transversais nas Aprendizagens Essenciais de Matemática de 2021. Este artigo apresenta um estudo de natureza exploratória que visa conhecer o contributo do trabalho de futuras professoras dos primeiros anos com o Scratch para a sua prática futura no 1.º ciclo do ensino básico, num contexto de formação que integra a aprendizagem da Geometria e Medida e o desenvolvimento do pensamento computacional. Participam no estudo quatro futuras professoras que frequentam mestrados que habilitam para a docência no 1.º ciclo do ensino básico. Os resultados evidenciam o reconhecimento das futuras professoras de oportunidades de integração do conhecimento matemático e de práticas do pensamento computacional com a realização e discussão da tarefa “A horta da turma”, de desafios na gestão da aula e de dificuldades dos alunos, que conseguem antecipar. A realização dessa tarefa com recurso ao Scratch permite identificar a articulação entre práticas do pensamento computacional e a aprendizagem de tópicos matemáticos específicos, como sendo o perímetro e a área de retângulos.
Computational thinking is considered a 21st century skill, being reflected in curriculum revisions in recent years in several countries. In Portugal, computational thinking appears as one of the transversal mathematical skills in the curriculum of mathematics of 2021. This paper presents an exploratory study that aims to know the contributions of the work of elementary future teachers in the use of Scratch for their future practice in 1st cycle of elementary school, in a training context that integrates the learning of geometry and measurement and the development of computational thinking. Four future teachers, who are studying master's degrees that qualify them for teaching in the 1st cycle of elementary school, participate in the study. The results show that future teachers recognize opportunities to integrate mathematical knowledge and computational thinking practices with the realization and discussion of the task “The class garden”, challenges in class management and student difficulties, which they can anticipate. Carrying out this task using Scratch allows to identify the articulation between computational thinking practices and the learning of specific mathematical topics, such as the perimeter and area of rectangles.
Computational thinking is considered a 21st century skill, being reflected in curriculum revisions in recent years in several countries. In Portugal, computational thinking appears as one of the transversal mathematical skills in the curriculum of mathematics of 2021. This paper presents an exploratory study that aims to know the contributions of the work of elementary future teachers in the use of Scratch for their future practice in 1st cycle of elementary school, in a training context that integrates the learning of geometry and measurement and the development of computational thinking. Four future teachers, who are studying master's degrees that qualify them for teaching in the 1st cycle of elementary school, participate in the study. The results show that future teachers recognize opportunities to integrate mathematical knowledge and computational thinking practices with the realization and discussion of the task “The class garden”, challenges in class management and student difficulties, which they can anticipate. Carrying out this task using Scratch allows to identify the articulation between computational thinking practices and the learning of specific mathematical topics, such as the perimeter and area of rectangles.
Description
Keywords
aprendizagem matemática Pensamento computacional Formação de professores Scratch mathematics learning teacher education computational thinking
Citation
Branco, N., & Barros, P. M. (2024). Contributos sobre o pensamento computacional na formação inicial de professores: Uma experiência com o Scratch para o 1.º Ciclo. Quadrante, 33(2), 315–337. https://doi.org/10.48489/quadrante.36983
Publisher
Associação de Professores de Matemática