Pensamento computacional e significados da operação de multiplicação: um estudo com estudantes autistas
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Data
2025-02
Autores
Orientador
Schorr, Maria Claudete
Banca
Rehfeldt, Márcia Jussara Hepp
Giongo, Ieda Maria
Agapito, Francisca
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Resumo
A presente dissertação apresenta uma sequência didática, envolvendo o Pensamento Computacional e três significados da multiplicação (adição de parcelas iguais, disposição retangular e sentido combinatório), desenvolvida para atender estudantes autistas de uma Sala de Recursos em uma escola estadual no município de Guarantã do Norte, no estado de Mato Grosso. O problema desse estudo está pautado em como o Pensamento Computacional pode auxiliar no ensino das operações de multiplicação com estudantes autistas de uma Sala de Recursos Multifuncional, e seu objetivo é investigar as potencialidades do Pensamento Computacional no ensino deste conteúdo com estudantes autistas de uma Sala de Recursos Multifuncional. A pesquisa se classifica como qualitativa, utilizando alguns elementos do estudo de caso e a análise de dados descritiva. Nesse formato, foi realizada uma prática pedagógica com três estudantes autistas durante o mês de junho de 2024. Os dados foram coletados por meio de fotos, gravações de áudio, filmagens e registros no diário de campo da pesquisadora. A fundamentação teórica traz aportes sobre Educação Inclusiva e Educação Especial, Sala de Recursos Multifuncional, Pensamento Computacional, a tabuada e as diferentes formas da multiplicação. O Produto Educacional resultante dessa dissertação consiste em uma sequência didática elaborada com o intuito de auxiliar outros professores que se interessam por esse tema e queiram desenvolver essas atividades com seus estudantes. As atividades do PE envolvem alguns significados da multiplicação articuladas com dois pilares do Pensamento Computacional, propiciando ludicidade e estimulando o interesse dos estudantes. Como resultado da pesquisa, observou- se que os estudantes se sentiram motivados e receptivos ao realizarem as atividades por serem bastante visuais. Verificou-se que os mesmos utilizaram muito mais o pilar algoritmo que o reconhecimento de padrões, onde criaram mais passos para encontrar os resultados das operações que não sabiam, bem como, usaram a multiplicação de adição de parcelas na maioria das atividades. Além disso, apresentaram uma melhora no raciocínio lógico e no desenvolvimento das soluções das atividades, demonstrando mais atenção e concentração para realizá-las, principalmente nos jogos de disputa, onde a atenção, a concentração e a interação foram maiores.
The present dissertation presents a didactic sequence involving Computational Thinking and three meanings of multiplication (addition of equal parts, rectangular arrangement, and combinatorial sense), developed to assist autistic students in a Resource Room at a state school in the municipality of Guarantã do Norte, in the state of Mato Grosso. The problem of this study is based on how Computational Thinking can assist in teaching multiplication operations to autistic students in a Multifunctional Resource Room, and its objective is to investigate the potential of Computational Thinking in teaching this content to autistic students in a Multifunctional Resource Room. The research is classified as qualitative, utilizing some elements of case study and descriptive data analysis. In this format, a pedagogical practice was carried out with three autistic students during the month of June 2024. Data were collected through photos, audio recordings, videos, and entries in the researcher's field diary. The theoretical foundation provides insights into Inclusive Education and Special Education, Multifunctional Resource Room, Computational Thinking, multiplication tables, and the different forms of multiplication. The resulting Educational Product from this dissertation consists of a didactic sequence designed to assist other teachers interested in this theme and who wish to develop these activities with their students. The activities of the Educational Product involve some meanings of multiplication articulated with two pillars of Computational Thinking, providing playfulness and stimulating students' interest. As a result of the research, it was observed that the students felt motivated and receptive to performing the activities due to their highly visual nature. It was found that they utilized the algorithm pillar much more than pattern recognition, where they created more steps to find the results of operations they did not know, as well as used multiplication as addition of parts in most activities. Furthermore, they showed an improvement in logical reasoning and in developing solutions for the activities, demonstrating greater attention and concentration in carrying them out, especially in competitive games, where attention, concentration, and interaction were heightened.
The present dissertation presents a didactic sequence involving Computational Thinking and three meanings of multiplication (addition of equal parts, rectangular arrangement, and combinatorial sense), developed to assist autistic students in a Resource Room at a state school in the municipality of Guarantã do Norte, in the state of Mato Grosso. The problem of this study is based on how Computational Thinking can assist in teaching multiplication operations to autistic students in a Multifunctional Resource Room, and its objective is to investigate the potential of Computational Thinking in teaching this content to autistic students in a Multifunctional Resource Room. The research is classified as qualitative, utilizing some elements of case study and descriptive data analysis. In this format, a pedagogical practice was carried out with three autistic students during the month of June 2024. Data were collected through photos, audio recordings, videos, and entries in the researcher's field diary. The theoretical foundation provides insights into Inclusive Education and Special Education, Multifunctional Resource Room, Computational Thinking, multiplication tables, and the different forms of multiplication. The resulting Educational Product from this dissertation consists of a didactic sequence designed to assist other teachers interested in this theme and who wish to develop these activities with their students. The activities of the Educational Product involve some meanings of multiplication articulated with two pillars of Computational Thinking, providing playfulness and stimulating students' interest. As a result of the research, it was observed that the students felt motivated and receptive to performing the activities due to their highly visual nature. It was found that they utilized the algorithm pillar much more than pattern recognition, where they created more steps to find the results of operations they did not know, as well as used multiplication as addition of parts in most activities. Furthermore, they showed an improvement in logical reasoning and in developing solutions for the activities, demonstrating greater attention and concentration in carrying them out, especially in competitive games, where attention, concentration, and interaction were heightened.
Descrição
Palavras-chave
Sala de Recursos Multifuncional; Tabuada; Operações de multiplicação; Pensamento computacional; Multifunctional resource room; Multiplication tables; Multiplication operations; Computational thinking
Citação
FLORENCIO, Cátia Eliana. Pensamento computacional e significados da operação de multiplicação: um estudo com estudantes autistas. 2025. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 25 fev. 2025. Disponível em: http://hdl.handle.net/10737/4882.