Banca de QUALIFICAÇÃO: HELTER ALEXANDRE BORGA DE MELLO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : HELTER ALEXANDRE BORGA DE MELLO
DATA : 13/04/2022
HORA: 08:30
LOCAL: Google Meet
TÍTULO:

Mathematical potential and for the improvement of learning not to use the concepts of computational thinking in unplugged activities.

PALAVRAS-CHAVES:

Computational thinking, mathematics, elementary school I, unplugged activities.

PÁGINAS: 80
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

The research work aims to investigate the potential and limitations for improving mathematics learning in elementary school (1st to 5th grade), in the application of activities based on the concepts of computational thinking presented by Brackmann (2017). ), with the question of whether computational thinking could promote the integration of this cyberculture into the mathematics learning process for elementary students through unplugged activities? In order to seek to resolve this issue, this research work proposes to present aspects of the origin, evolution and concepts of computational thinking, according to the vision of Brackmann (2017), through a qualitative approach, through the Teaching Experience method by through the Design Research paradigm, being applied remotely, in a collaborative intervention between researcher and participants, with data construction being developed with teachers who work with classes at this stage of teaching. The data analysis procedure took place through a progressive refinement, which was divided into 2 moments: preliminary analysis and retrospective analysis, which took place continuously during the development of the data collection sessions. The preliminary analysis applied after each session of activities, where the concepts were worked and soon after observed the mental models developed by the participants to solve the problems presented and generate new hypotheses carried out by them. The retrospective analysis took place in a collaborative way, with the purpose of systematizing its interpretation, based on its theoretical references, proposing changes in the activities carried out in order to improve the ability to better effect the activities on the conceptual objective of each pillar of computational thinking discussed. The sessions took place synchronously, using Google Meet and asynchronously, using Google Classroom, and the proposed unplugged activities were done in printed material. The activities used involved problem situations addressing the skills described in the Common Curriculum Base - BNCC, which allowed us to propose a model that aimed to integrate pedagogical practices and computational thinking, as a didactic and methodological strategy aimed at elementary students (1st to 5th grade) ° years).

MEMBROS DA BANCA:
Presidente - 135400002 - MINÉIA CAPPELLARI FAGUNDES
Interno - 253581001 - SUMAYA FERREIRA GUEDES
Externo à Instituição - ENOQUE DA SILVA REIS -