Robótica educacional: uma proposta para a aprendizagem de funções polinomiais do primeiro grau

Abstract

This work aims to verify the possible contributions of educational robotics in learning first-degree polynomial functions. The theoretical framework is based on Seymour Papert's constructionism and Ausubel's meaningful learning, observing the guidelines of the National Common Curricular Base on the use of digital technologies and Computational Thinking, as well as the inclusion of knowledge about educational robotics in Basic Education. The focus of the research work was the elaboration and application of a didactic sequence, with the assembly and use of a robotic cart, combined with the object of mathematical knowledge of first degree polynomial functions and their applications. The didactic sequence, lasting 27 classes of 45 minutes each, was applied during the regular teaching period, in the Mathematics curricular component, in a first-year high school class at a state public school. Data analysis occurred qualitatively based on ocular observations, logbook recording and application of questionnaires before and after the intervention. The results found were satisfactory, detecting significant improvements in learning the object of mathematical knowledge of first degree polynomial functions. Finally, it is worth highlighting the importance of including Computational Thinking in Basic Education, through the use of educational robotics, which enables an interdisciplinary approach, awakening students' creativity and protagonism.