A experiência do pensamento computacional em aulas de matemática: explorando atividades desplugadas através do processo de equilibração de Jean Piaget

Abstract

This dissertation examines the application of the Unplugged Computing strategy as a teaching method in mathematics classes, having Jean Piaget's epistemology as a theoretical reference. The study is motivated by the inclusion of Computational Thinking in the National Common Curricular Base (BNCC) for Teaching Mathematics and by the researchers' practical experiences with unplugged activities. The central issue concerns the actions aimed at implementing these strategies in the teaching and learning of mathematics in terms of Jean Piaget's equilibrium process in the classroom. The aim is to identify practical opportunities to improve cognitive development among students. The constructivist perspective, which sees the subject as an active learner, informs the theoretical basis of the research. This qualitative study employs a bibliographical, exploratory, and descriptive approach and uses lesson plans, materials, lesson recordings, and data analysis to evaluate the results of teaching methods. The analysis is based on three categories related to assimilation, accommodation and adaptation characteristics. In this research, we investigated the potential of the Unplugged Computing strategy to promote the cognitive development of participating students, applying Piaget's theory of balancing, which emphasizes the importance of balancing cognitive schemes with new information. The analysis highlights the importance of conducting research in the school environment, exemplifying and exposing accessible methodologies to be explored in mathematics teaching.