Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case

Detalhes bibliográficos
Autor(a) principal: Canal, Ana Paula
Data de Publicação: 2021
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional Universidade Franciscana
Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/977
Resumo: This investigation was developed within the scope of Postgraduate Program in the Teaching of Science and Mathematics, in the research line “Teaching and learning in Science and Mathematics”. The aim was to analyze how computational thinking, linked to problem resolution according to Robbie Case’s theory in teaching, can contribute to the initial training of Mathematics professors. The methodology had a qualitative approach, and it was a case study. A subject, in the form of complementary curricular activity, was offered to students of Mathematics, in the second semester of 2019. They studied patterns and regularities with Computational Thinking via Python programming language, Python Turtle, and unplugged computing, with Turing machine. The data collection happened during the subject, with the help of different evidence sources: observation, survey, interview, field journal, and artifacts produced by the students about solved problems and problems proposed by them, with the respective solutions. The data analysis was carried out with the theory of Robbie Case. The solutions made by the students in terms of the strategy were analyzed and represented closely related to Executive Control Structure. The concepts involved, their representations and their established relations were expressed in form of Central Conceptual Structure, as the network of nodes and interconnections of the concepts.With the obtained results, the regulatory processes of the Case during the classes and in resolutions developed by students of Mathematics were showed. It was observed that the Imitation regulatory process happened especially when a new concept was worked on. The problem creation by the students demanded contextualization, content, its articulation with Computational Thinking, and the establishment of connections with other mathematical contents. It was observed that developed solution strategies were increasing, as the complexity of problems increased. The students used different ways of data representation about the problems: numeric, algebraic, and visual. Relations were established between Computational Thinking and Algebraic Thinking in a mutual form. The skills of Computational Thinking revealed in these relations were data collection, data analysis, data representation, algorithms/procedures, abstraction, and problem decomposition. There was evidence that skills of Computational Thinking can compose a way of problem resolution in the teaching of Mathematics, and that the future professors recognized this possibility and put it into practice in problem resolution.
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spelling Isaia, Silvia Maria de AguiarBisognin, VanildeBittencourt, João RicardoValente, José ArmandoBisognin, EleniScremin, GreiceCanal, Ana Paula2021-06-16T13:17:30Z2021-03-25Canal, Ana Paula. Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case. 2021. 319f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS .http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/977This investigation was developed within the scope of Postgraduate Program in the Teaching of Science and Mathematics, in the research line “Teaching and learning in Science and Mathematics”. The aim was to analyze how computational thinking, linked to problem resolution according to Robbie Case’s theory in teaching, can contribute to the initial training of Mathematics professors. The methodology had a qualitative approach, and it was a case study. A subject, in the form of complementary curricular activity, was offered to students of Mathematics, in the second semester of 2019. They studied patterns and regularities with Computational Thinking via Python programming language, Python Turtle, and unplugged computing, with Turing machine. The data collection happened during the subject, with the help of different evidence sources: observation, survey, interview, field journal, and artifacts produced by the students about solved problems and problems proposed by them, with the respective solutions. The data analysis was carried out with the theory of Robbie Case. The solutions made by the students in terms of the strategy were analyzed and represented closely related to Executive Control Structure. The concepts involved, their representations and their established relations were expressed in form of Central Conceptual Structure, as the network of nodes and interconnections of the concepts.With the obtained results, the regulatory processes of the Case during the classes and in resolutions developed by students of Mathematics were showed. It was observed that the Imitation regulatory process happened especially when a new concept was worked on. The problem creation by the students demanded contextualization, content, its articulation with Computational Thinking, and the establishment of connections with other mathematical contents. It was observed that developed solution strategies were increasing, as the complexity of problems increased. The students used different ways of data representation about the problems: numeric, algebraic, and visual. Relations were established between Computational Thinking and Algebraic Thinking in a mutual form. The skills of Computational Thinking revealed in these relations were data collection, data analysis, data representation, algorithms/procedures, abstraction, and problem decomposition. There was evidence that skills of Computational Thinking can compose a way of problem resolution in the teaching of Mathematics, and that the future professors recognized this possibility and put it into practice in problem resolution.Esta investigação foi desenvolvida no âmbito do Programa de Pós-graduação em Ensino de Ciências e Matemática, na linha de pesquisa “Ensino e aprendizagem em Ciências e Matemática”. O objetivo foi analisar como o Pensamento Computacional articulado à resolução de problemas, conforme a teoria de Robbie Case, no ensino, pode contribuir para a formação inicial de professores de Matemática. A metodologia teve abordagem qualitativa, do tipo estudo de caso. Uma disciplina, em forma de atividade curricular complementar, foi ofertada aos licenciandos em Matemática, no segundo semestre do ano de 2019. Foram trabalhados padrões e regularidades, com o Pensamento Computacional, por meio da linguagem de programação Python, o pacote Python Turtle e a computação desplugada, com a Máquina de Turing. A coleta de dados aconteceu durante a disciplina, a partir de diferentes fontes de evidência: observação, questionário, entrevista, diário de campo e artefatos produzidos pelos estudantes acerca dos problemas resolvidos e os problemas propostos por eles, com as respectivas soluções. Realizou-se a análise dos dados, com a teoria de Robbie Case. Analisaram-se as soluções construídas pelos estudantes em termos de estratégias, as quais foram representadas de forma semelhante à Estrutura de Controle Executivo. Os conceitos envolvidos, suas representações e relações estabelecidas foram expressos na forma de Estrutura Conceitual Central, como a rede de nodos e interconexões dos conceitos. Com os resultados obtidos, evidenciaram-se os processos reguladores de Case durante as aulas e nas resoluções desenvolvidas pelos licenciandos em Matemática. Observou-se que o processo regulador Imitação acontecia especialmente ao ser trabalhado um conceito novo. A criação de problemas pelos estudantes, exigiu a contextualização, o conteúdo propriamente, sua articulação com o Pensamento Computacional e o estabelecimento de conexões com outros conteúdos matemáticos. Constatou-se que as estratégias de solução desenvolvidas foram se ampliando, conforme aumentava a complexidade dos problemas. Os estudantes empregaram diferentes formas de representação dos dados sobre os problemas: numérica, algébrica e visual. Estabeleceram-se relações entre o Pensamento Computacional e o Pensamento Algébrico, de forma mútua. As habilidades do Pensamento Computacional reveladas, nessas relações, foram coleção de dados, análise de dados, representação de dados, algoritmos/procedimentos, abstração e decomposição do problema. Houve indícios de que as habilidades do Pensamento Computacional podem compor uma forma de resolução de problemas no ensino de matemática e de que os futuros professores reconheceram essa possibilidade e a aplicaram na resolução dos problemas.Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2021-06-16T13:17:30Z No. of bitstreams: 2 Tese_AnaPaulaCanal_Tede.pdf: 17045757 bytes, checksum: fbe6f5d2e25759bc16bac47dc67d051f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-06-16T13:17:30Z (GMT). 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Patterns and regularities.Ensino de Ciências e MatemáticaPensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Caseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional Universidade Franciscanainstname:Universidade Franciscana (UFN)instacron:UFNTHUMBNAILTese_AnaPaulaCanal_Tede.pdf.jpgTese_AnaPaulaCanal_Tede.pdf.jpgimage/jpeg3631http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/977/7/Tese_AnaPaulaCanal_Tede.pdf.jpgf03954a1787f40caa70c73cb90aa9373MD57TEXTTese_AnaPaulaCanal_Tede.pdf.txtTese_AnaPaulaCanal_Tede.pdf.txttext/plain641397http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/977/6/Tese_AnaPaulaCanal_Tede.pdf.txt9081d1465a572b113915faf7f938d7ebMD56ORIGINALTese_AnaPaulaCanal_Tede.pdfTese_AnaPaulaCanal_Tede.pdfapplication/pdf17045757http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/977/5/Tese_AnaPaulaCanal_Tede.pdffbe6f5d2e25759bc16bac47dc67d051fMD55CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/977/2/license_url4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-80http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/977/3/license_textd41d8cd98f00b204e9800998ecf8427eMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/977/4/license_rdfd41d8cd98f00b204e9800998ecf8427eMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-8310http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/977/1/license.txt7dc66ddb96829ff34b56b1a92c851bcdMD51UFN-BDTD/9772021-06-17 01:01:21.369oai:tede.universidadefranciscana.edu.br:UFN-BDTD/977RXN0ZSB0cmFiYWxobyBzZXLDoSBsaWNlbmNpYWRvIHNvYiBhIExpY2Vuw6dhIEF0cmlidWnDp8Ojby1Ow6NvQ29tZXJjaWFsLVNlbURlcml2YcOnw7VlcyA0LjAgSW50ZXJuYWNpb25hbCBDcmVhdGl2ZSBDb21tb25zLiBQYXJhIHZpc3VhbGl6YXIgdW1hIGPDs3BpYSBkZXN0YSBsaWNlbsOnYSwgdmlzaXRlIGh0dHA6Ly9jcmVhdGl2ZWNvbW1vbnMub3JnL2xpY2Vuc2VzL2J5LW5jLW5kLzQuMC8gb3UgbWFuZGUgdW1hIGNhcnRhIHBhcmEgQ3JlYXRpdmUgQ29tbW9ucywgUE8gQm94IDE4NjYsIE1vdW50YWluIFZpZXcsIENBIDk0MDQyLCBVU0EuCg==Repositório de Publicaçõeshttp://www.tede.universidadefranciscana.edu.br:8080/http://www.tede.universidadefranciscana.edu.br:8080/oai/requestopendoar:2021-06-17T04:01:21Repositório Institucional Universidade Franciscana - Universidade Franciscana (UFN)false
dc.title.por.fl_str_mv Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
title Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
spellingShingle Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
Canal, Ana Paula
Ensino de Computação. Ensino de Matemática. Licenciatura. Neopiagetiano. Padrões e Regularidades.
Computation teaching. Mathematics teaching. Licentiate Degree. Neo-Piagetian. Patterns and regularities.
Ensino de Ciências e Matemática
title_short Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
title_full Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
title_fullStr Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
title_full_unstemmed Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
title_sort Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case
author Canal, Ana Paula
author_facet Canal, Ana Paula
author_role author
dc.contributor.advisor1.fl_str_mv Isaia, Silvia Maria de Aguiar
dc.contributor.advisor-co1.fl_str_mv Bisognin, Vanilde
dc.contributor.referee1.fl_str_mv Bittencourt, João Ricardo
dc.contributor.referee2.fl_str_mv Valente, José Armando
dc.contributor.referee3.fl_str_mv Bisognin, Eleni
dc.contributor.referee4.fl_str_mv Scremin, Greice
dc.contributor.author.fl_str_mv Canal, Ana Paula
contributor_str_mv Isaia, Silvia Maria de Aguiar
Bisognin, Vanilde
Bittencourt, João Ricardo
Valente, José Armando
Bisognin, Eleni
Scremin, Greice
dc.subject.por.fl_str_mv Ensino de Computação. Ensino de Matemática. Licenciatura. Neopiagetiano. Padrões e Regularidades.
topic Ensino de Computação. Ensino de Matemática. Licenciatura. Neopiagetiano. Padrões e Regularidades.
Computation teaching. Mathematics teaching. Licentiate Degree. Neo-Piagetian. Patterns and regularities.
Ensino de Ciências e Matemática
dc.subject.eng.fl_str_mv Computation teaching. Mathematics teaching. Licentiate Degree. Neo-Piagetian. Patterns and regularities.
dc.subject.cnpq.fl_str_mv Ensino de Ciências e Matemática
description This investigation was developed within the scope of Postgraduate Program in the Teaching of Science and Mathematics, in the research line “Teaching and learning in Science and Mathematics”. The aim was to analyze how computational thinking, linked to problem resolution according to Robbie Case’s theory in teaching, can contribute to the initial training of Mathematics professors. The methodology had a qualitative approach, and it was a case study. A subject, in the form of complementary curricular activity, was offered to students of Mathematics, in the second semester of 2019. They studied patterns and regularities with Computational Thinking via Python programming language, Python Turtle, and unplugged computing, with Turing machine. The data collection happened during the subject, with the help of different evidence sources: observation, survey, interview, field journal, and artifacts produced by the students about solved problems and problems proposed by them, with the respective solutions. The data analysis was carried out with the theory of Robbie Case. The solutions made by the students in terms of the strategy were analyzed and represented closely related to Executive Control Structure. The concepts involved, their representations and their established relations were expressed in form of Central Conceptual Structure, as the network of nodes and interconnections of the concepts.With the obtained results, the regulatory processes of the Case during the classes and in resolutions developed by students of Mathematics were showed. It was observed that the Imitation regulatory process happened especially when a new concept was worked on. The problem creation by the students demanded contextualization, content, its articulation with Computational Thinking, and the establishment of connections with other mathematical contents. It was observed that developed solution strategies were increasing, as the complexity of problems increased. The students used different ways of data representation about the problems: numeric, algebraic, and visual. Relations were established between Computational Thinking and Algebraic Thinking in a mutual form. The skills of Computational Thinking revealed in these relations were data collection, data analysis, data representation, algorithms/procedures, abstraction, and problem decomposition. There was evidence that skills of Computational Thinking can compose a way of problem resolution in the teaching of Mathematics, and that the future professors recognized this possibility and put it into practice in problem resolution.
publishDate 2021
dc.date.accessioned.fl_str_mv 2021-06-16T13:17:30Z
dc.date.issued.fl_str_mv 2021-03-25
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dc.identifier.citation.fl_str_mv Canal, Ana Paula. Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case. 2021. 319f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS .
dc.identifier.uri.fl_str_mv http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/977
identifier_str_mv Canal, Ana Paula. Pensamento Computacional articulado à Resolução de Problemas no Ensino para Formação Inicial de Professores de Matemática: uma abordagem a partir da Teoria de Robbie Case. 2021. 319f. Tese( Programa de Pós-Graduação em Ensino de Ciências e Matemática) - Universidade Franciscana, Santa Maria - RS .
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