Pensamento Computacional e Matemática: um estudo do conhecimento de futuros professores para o trabalho com sequências

Abstract

The present Master's research work had as its main objective to investigate the knowledge of Mathematics undergraduates for working with pattern analysis and sequences with students in the final years of elementary school. Participated in this research, of qualitative and exploratory nature, 22 undergraduates in Mathematics of a Public Institution of the State of Paraíba. In our theoretical section we explain about Computational Thinking (CP), emphasizing one of its bases, pattern recognition, and its relationship with the content of sequences, besides discussing the initial teacher knowledge related to working with these issues. For data generation and collection we made use of a questionnaire divided into two parts involving sequences and PC. The analysis criteria regarding the knowledge of future mathematics teachers were supported in the ideas of Ball, Thames and Phelps (2008), taking into account the foundations of the PC and the skills related to the analysis of patterns in the BNCC (BRASIL, 2018). The results obtained indicated that only a few participants have the necessary knowledge to work with the content of pattern analysis and sequence with elementary school students. Our study pointed out the need to take the contents mentioned above as proper objects of study throughout the Undergraduate Mathematics course, considering their importance for the development of Computational Thinking and Algebraic Thinking of its future students. Furthermore, we intend our study to contribute to the field of research involving the relationship of Computational Thinking with Mathematics, in particular with a focus on the content of sequences, raising new research ideas in this line.