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The Production of Mathematical Knowing and Doing in the Context of Computational Thinking

Abstract

The purpose of this project is to investigate the possibilities of computational thinking and mathematical making. Many researches and initiatives consider the relevance of working computational thinking in education, incorporating elements of computer science into school curricula and informal education. However, the relationship between computational thinking and mathematical education is still incipient, although there is a natural connection between computational thinking and mathematical thinking. Based on the qualitative methodology of research and active learning methodologies, we propose to carry out activities that favor the production of mathematical knowledge from the programming of games and robotic devices. These activities will be developed and analyzed together with students of the Graduate Program in Mathematical Education of Unesp at Rio Claro enrolled in the discipline Computacional Thinking, which, for the most part, have a degree in mathematics with teaching experience. The data produced will be analyzed from elements of computational thinking identified in the literature and from the contents and mathematical relationships identified in the activities. Therefore, our main challenge will be to produce knowledge about the potential of computational thinking in Mathematics Education. As results associated to this contribution, we will have an understanding about computational thinking, pedagogical activities involving mathematical activities and the training of teachers participating in the course. (AU)

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
GREITON TOLEDO DE AZEVEDO; MARCUS VINICIUS MALTEMPI. Processo de Aprendizagem de Matemática à luz das Metodologias Ativas e do Pensamento Computacional. Ciência e Educação, v. 26, p. -, 2020.

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