Desenvolvimento de projetos no Scratch para aprendizagem significativa de equações algébricas do 1º grau

Abstract

This study examined how the Scratch platform, grounded in the principles of Computational Thinking and Constructionism, supported by Ausubel’s Theory of Meaningful Learning, can support students’ understanding of algebraic expressions and first-degree equations in lower secondary education. A teaching sequence was designed and implemented with 8th-grade students at a public school, involving interactive activities that combined mathematical concepts with the creation of digital projects. The methodology adopted was qualitative action research, which allowed for dynamic and participatory monitoring of the learning process. Data collected through diagnostic questionnaires and analysis of students’ projects indicated improvements in the comprehension of algebraic content, increased engagement in activities, and the development of logical reasoning and problem-solving skills. The findings suggest that Scratch is a valuable pedagogical tool for mathematics education, as it allows abstract concepts to be contextualized through visual and interactive experiences. It is concluded that integrating Computational Thinking into mathematics fosters more meaningful, creative, and contextually relevant learning aligned with the demands of contemporary education.