O desenvolvimento do pensamento computacional na construção dos saberes do teorema de pitágoras utilizando como ferramenta de programação o MIT app inventor

Abstract

The Basic Education of our country has been undergoing constant transformations, in which it has been directly impacting higher education, in particular in undergraduate courses. Therefore, the present Course Completion Work (CCW) had as general objective to investigate the potentialities of the MIT App Inventor tool as a facilitating resource in the development of Computational Thinking (CT) for the resolution of mathematical problems during the initial training of teachers. To achieve the goal, a mobile application was built in order to assist in the teaching-learning process of the Pythagoras Theorem; performed a pedagogical workshop on problem solving, involving the use of the Pythagoras Theorem, and finally, it was possible to compare the analytical method with the implementation of mathematical modeling assisted by MIT App Inventor. The methodology used in the research in relation to the objectives was descriptive research, in relation to the approach of the problem was qualitative research, being its nature applied and in relation to technical procedures, experimental research and case study were used. Among the documents and authors that gave foundation to the theoretical framework is the Common National Curriculum Base, the BNC-Formation, Jeannette Wing (2006), Polya (1978; 1985) and Dante (2009). The study was carried out at the Federal University of Paraíba/Campus IV, in Rio Tinto-PB, whose sample size was 34 students from the 1st period of the Degree in Mathematics. The research was developed from the favored data collection through the application of an online diagnostic questionnaire containing 6 questions, with the purpose of verifying, mainly, the performance of the students with the content of the Pythagoras Theorem. Regarding the results, it was observed that the MIT App Inventor is an effective tool with regard to the development of Computational Thinking contributing significantly to these difficulties are elucidated. It was also verified that the use of digital resources in education, especially in the area of Mathematics is seen as an adjunct resource in the teaching-learning process of Mathematics; and that the development of CT is essential since the initial periods of the Degree course in Mathematics, facilitating the construction of knowledge and in the resolution of problems in other disciplines of the Degree course in Mathematics.