Pensamento computacional e divisão euclidiana: possíveis conexões na aprendizagem

Abstract

The recent inclusion of the term Computational Thinking in the new document on the Brazilian National Curricular Common Base in the fields of Mathematics in Elementary School allows us to think about strategies to work towards using this approach in the classroom. In this sense, based on Jean Piaget's constructivist theory, this work presents an investigation on the possible contributions of the application of a sequence of activities using an unplugged approach in the development of Computational Thinking, as well as in the students' performance to solve mathematical problems that involve the object of knowledge in the Euclidean division. The interventions were carried out in four 6th grade groups of Elementary School at a school in the city of Chapecó-SC, totaling 13 lesson time in each group. For data collection, two questionnaires were used, applied before and after the interventions, as well as a logbook prepared by the researcher, including observations and speeches by the students during the application of the activities. Data analysis was carried out following Bardin's (1977) content analysis methodology through previously defined categories. The results obtained show significant improvements in the performance of students in solving mathematical problems related to the Euclidean division, and also in the use of the pillars of Computational Thinking.