Aprendizagem Criativa e análise combinatória: uma abordagem com o Mit App Inventor

Abstract

This study stems from the difficulties in teaching Combinatorial Analysis, a subject frequently centered on a formula-application model and disconnected from students' daily lives. The use of MIT App Inventor, an application development platform, was identified as a way to connect mathematical concepts with an artifact from the students' daily lives: the smartphone. There- fore, this dissertation aims to analyze how the implementation of a didactic sequence guided by app creation with MIT App Inventor through the lens of Creative Learning and Computational Thinking contributes to the learning of Combinatorial Analysis in High School. To achieve this objective, an action-research study with a qualitative approach was carried out with 17 third year students from a public high school in the state of Rio Grande do Sul. The intervention integrated the study of Combinatorial Analysis concepts with the creation of an application on the MIT App Inventor platform. The sequence was structured around the 4 Ps (Projects, Pas- sion, Peers, Play) and the Creative Learning Spiral. Data were collected through a questionnaire administered before the intervention and another afterwards, logbooks, and through the appli- cations created by the student groups. The results indicated an improvement in the understand- ing of permutation and arrangement calculations. However, difficulties persisted in interpreting and distinguishing between arrangements and combinations, as well as in abstraction for other counting problems. The analysis showed that the Creative Learning Spiral was traversed by all groups, and it was also possible to identify the presence of the 4 Ps throughout the intervention. The approach proved effective for engagement, was rated by students as “fun” and “challeng- ing”, and enabled the mobilization of the four pillars of Computational Thinking. The students, starting with almost no prior programming knowledge, grasped the block-based logic, with the majority also demonstrating interest in continuing to learn about the topic. It was concluded that the constructionist approach, by positioning students as technology creators and associated with Creative Learning and Computational Thinking, contributed positively to the learning of Combinatorial Analysis concepts.