O desenvolvimento do pensamento computacional por meio da modelagem matemática

Abstract

The integration of Mathematical Modeling and Computational Thinking in mathematics education meets several requirements of the Brazilian Common Core Curriculum (BNCC) and current technological demands, especially in the post-COVID-19 context. This research investigates how teachers, when participating in a teacher training design focused on Mathematical Modeling, approach a problem situation and how this process relates to Computational Thinking. The hypothesis is that Mathematical Modeling activities reflect the pillars and mental processes of Computational Thinking, such as problem formulation, abstraction, decomposition, pattern recognition, algorithm creation, and debugging, which are essential for a practical understanding of mathematical concepts. Furthermore, through classroom practice and the study conducted, it is observed that these pillars and processes align with modeling activities, traversing the phases of interaction, mathematization, problem-solving, interpretation of results, and validation, resulting in the construction of a model capable of addressing the problem. In this context, we analyze which elements emerge in the teacher training design when educators develop a modeling activity, focusing on the axis <learning through Mathematical Modeling=. We investigate whether this experience offers benefits to mathematics teaching through modeling, particularly exploring how the Scratch software can contribute to the creation of algorithms and mathematical models. Thus, Mathematical Modeling and Computational Thinking complement each other, enhancing learning by connecting abstract concepts to real-world applications. The experience with teachers participating in the training design led to the development of an educational product that offers three Mathematical Modeling practices applied to the Computational Thinking curriculum component. These practices guide and encourage teachers and students to explore them or adapt similar activities. This product has the potential to enrich the teaching of Mathematics and Computational Thinking in schools, motivating both teachers and students while expanding students' visualization and simulation skills. When integrated with Mathematical Modeling, Computational Thinking, understood in its broad approach and not restricted to the curriculum, enhances, through Scratch, both students’ preparation for the digital environment and teachers’ training in new methodologies. This integration not only brings dynamism to the teaching and learning process but also expands students’ visualization and simulation abilities. It is worth noting that, in addition to being a curriculum component, at least until the publication of this research, Computational Thinking is generally seen as a structured set of steps for problem-solving and remains an evolving area of study in education, reflecting the diversity of conceptions and approaches that characterize its definition.