Aprendizagem criativa: uso do OctoStudio como ferramenta para aprendizagem de padrões e sequências nos anos iniciais do ensino fundamental

Abstract

This research aimed to analyze the contributions of using OctoStudio to the identification of patterns and creative learning of numerical sequences in the initial training of teachers for the early years of elementary school. The investigation is characterized as qualitative, actionresearch, and applied in nature, developed through a pedagogical intervention structured in a didactic sequence involving activities, theoretical concepts, and block programming. Twenty-four students from the 3rd year of the Normal Course (Teacher Training), in initial training for teaching in the early years of elementary school, participated in the study. Diagnostic and final questionnaires, a logbook, and records of the activities developed were used as data collection instruments. The results showed advances in the conceptual understanding of patterns and sequences, in the capacity for mathematical generalization, and in the organization of logical reasoning, in addition to the development of skills related to pattern recognition, abstraction, decomposition, and algorithm development. It was also observed that there was a broadening of the understanding of the fundamentals of Computing in Basic Education, with greater articulation between Mathematics and Digital Technologies, as well as the strengthening of authorship, experimentation, and collaborative learning. It is concluded that block programming constitutes a promising pedagogical strategy for teaching and learning concepts in the area of Mathematics in the Early Years, favoring the construction of meaningful knowledge, the development of logical-mathematical reasoning and Computational Thinking, and the training of teachers aligned with current educational demands related to digital technologies.