Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics

Detalhes bibliográficos
Autor(a) principal: de Souza, Eduardo Cardoso
Data de Publicação: 2018
Outros Autores: Yonezawa, Wilson Massashiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/5766
Resumo: This qualitative study investigated in a community of programmers practice the relations formalized by students with low achievement in mathematics, before, during and after participating in programming workshops. By means of legitimate peripheral participation, the aim was to show how students perceive the necessity and / or importance of mathematics while they are programming, what mathematical concepts are appropriate in this construction, the relationships established, and the difficulties and / or difficulties during this process. The research consisted of eight workshops and used the tool Processing 2. From the situated learning we outlined six categories of analysis and tried to find subsidies to answer other questions such as: What are the advantages of math classes using programming tools? While the students worked on solving the challenges, they were "programming to learn". As the workshops progressed, the students increased their reflective attitude, so the tool became only a support.
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spelling Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematicsProgramação no ensino de matemática utilizando Processing 2: um estudo das relações formalizadas por alunos do ensino fundamental com baixo rendimento em matemática7.08.04.02-8Aprendizagem; Pensamento; Matemática - Estudo e ensinoProgramming education; Problem solving; Mathematical thinking; Situated learningThis qualitative study investigated in a community of programmers practice the relations formalized by students with low achievement in mathematics, before, during and after participating in programming workshops. By means of legitimate peripheral participation, the aim was to show how students perceive the necessity and / or importance of mathematics while they are programming, what mathematical concepts are appropriate in this construction, the relationships established, and the difficulties and / or difficulties during this process. The research consisted of eight workshops and used the tool Processing 2. From the situated learning we outlined six categories of analysis and tried to find subsidies to answer other questions such as: What are the advantages of math classes using programming tools? While the students worked on solving the challenges, they were "programming to learn". As the workshops progressed, the students increased their reflective attitude, so the tool became only a support.Este trabalho de cunho qualitativo investigou numa comunidade de prática de programadores as relações formalizadas por alunos com baixo rendimento em matemática, antes, durante e após participarem de oficinas de programação. Por meio da participação periférica legítima, buscou-se apontar como os alunos percebem a necessidade e/ou importância da matemática enquanto estão programando, quais são os conceitos matemáticos apropriados nessa construção, àsrelações estabelecidas, e as facilidades e/ou dificuldades durante esse processo. A pesquisa contou com oito oficinas e utilizou a ferramenta Processing 2. Da aprendizagem situada delinearam-se seis categorias de análise e tentou-se buscar subsídios para responder outros questionamentos como: Quais são as vantagens de aulas de matemática utilizando ferramentas de programação? Enquanto os alunos trabalhavam na solução dos desafios, estavam a “programar para aprender”. À medida que se avançaram nas oficinas, os alunos aumentaram sua atitude reflexiva, de modo que a ferramenta passou a ser apenas um suporte.Universidade Tecnológica Federal do Paraná (UTFPR)de Souza, Eduardo CardosoYonezawa, Wilson Massashiro2018-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/576610.3895/rbect.v11n1.5766Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 1 (2018)1982-873X10.3895/rbect.v11n1reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/5766/pdfDireitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-10-28T20:02:40Zoai:periodicos.utfpr:article/5766Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-10-28T20:02:40Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
Programação no ensino de matemática utilizando Processing 2: um estudo das relações formalizadas por alunos do ensino fundamental com baixo rendimento em matemática
title Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
spellingShingle Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
de Souza, Eduardo Cardoso
7.08.04.02-8
Aprendizagem; Pensamento; Matemática - Estudo e ensino
Programming education; Problem solving; Mathematical thinking; Situated learning
title_short Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
title_full Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
title_fullStr Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
title_full_unstemmed Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
title_sort Programming in teaching math using Processing 2: a study of formalized relations for elementary students with low performance in mathematics
author de Souza, Eduardo Cardoso
author_facet de Souza, Eduardo Cardoso
Yonezawa, Wilson Massashiro
author_role author
author2 Yonezawa, Wilson Massashiro
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv de Souza, Eduardo Cardoso
Yonezawa, Wilson Massashiro
dc.subject.por.fl_str_mv 7.08.04.02-8
Aprendizagem; Pensamento; Matemática - Estudo e ensino
Programming education; Problem solving; Mathematical thinking; Situated learning
topic 7.08.04.02-8
Aprendizagem; Pensamento; Matemática - Estudo e ensino
Programming education; Problem solving; Mathematical thinking; Situated learning
description This qualitative study investigated in a community of programmers practice the relations formalized by students with low achievement in mathematics, before, during and after participating in programming workshops. By means of legitimate peripheral participation, the aim was to show how students perceive the necessity and / or importance of mathematics while they are programming, what mathematical concepts are appropriate in this construction, the relationships established, and the difficulties and / or difficulties during this process. The research consisted of eight workshops and used the tool Processing 2. From the situated learning we outlined six categories of analysis and tried to find subsidies to answer other questions such as: What are the advantages of math classes using programming tools? While the students worked on solving the challenges, they were "programming to learn". As the workshops progressed, the students increased their reflective attitude, so the tool became only a support.
publishDate 2018
dc.date.none.fl_str_mv 2018-04-30
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/5766
10.3895/rbect.v11n1.5766
url https://periodicos.utfpr.edu.br/rbect/article/view/5766
identifier_str_mv 10.3895/rbect.v11n1.5766
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/5766/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 1 (2018)
1982-873X
10.3895/rbect.v11n1
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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