A Programação como ferramenta didático-pedagógica para o ensino de Geometria na Educação Básica em um ambiente construcionista

Abstract

Exploratory Descriptive research, whose research subjects are 17 students from the ninth grade of elementary school, having as field of study a state school located in the city of São Mateus. Deals with a didactic experience that contemplates the five dimensions of the Constructionism environment, in which students solve Geometry problems using the rigid structure of semantics and syntax required by the Programming Language Portugol. Such experiment, in order to guide the elaboration of an algorithm to solve the proposed problems, is based on the Learning Spiral, as well as in Polya model for solving mathematical problems. That said, brings up the questioning: What contributions can we obtain from the use of programming to teach mathematical content such as Geometry? To answer such question, its general objective is to investigate the contributions of Programming to the teaching of geometry contents throughout the development of a didactic project carried out and as specific objectives: i. Investigate the process of developing computer programs to solve problems by students inserted in a didactic experience in a Constructionism environment; ii. Investigate the strategies for programming Debugging developed by students of Basic Education in a Constructionism environment, aiming to identify their specific contributions to the understanding and fixation of Geometry concepts. In order to analyze the algorithms and Debugging, it applies the categorization following the Bardin criteria and creates three categories a posteriori: i. Debugging related to variables; ii. Syntactic or semantic debugging; iii. Conceptual Debugging. This way, it was possible to observe the different levels of abstraction, as well as their respective functions within the teaching-learning process of the contents. Another result presented by the research, was the use of a logical and detailed sequence of thoughts, by the students, making them more and more autonomous. Finally, it was found that the use of Computational Thinking, in a Constructionist environment, provides the feeling of practicality, due to the fact that you can immediately apply something you have just learned in addition to strengthening the learner-object, learner-learner and learner-teacher which, consequently, contributes to the Teaching of Mathematics.