POLYGONS IN SCRATCH: A LOOK AT COMPUTATIONAL THINKING THROUGH REFLECTING ABSTRACTIONS

Abstract

Computational Thinking has gained prominence since 2006, under different perspectives and practices. Aiming to contribute to this discussion, we present in this article part of a doctoral research that aims to identify the contributions of Computational Thinking, from the resolution of investigative problems, to promote reflecting abstractions processes in Mathematics teachers. The research was carried out with five mathematics teachers, through online and individual training, in which they were challenged to solve investigative problems using computing as an object-to-think-with. Data were analyzed based on Piaget’s theory ([1977], 1995), highlighting reflecting abstraction and its relations with Papert’s objects-of-think-with (1985). We observed that even in Mathematics teachers who already have more advanced knowledge, the use of Computational Thinking within this perspective provoked new processes of empirical abstraction and reflecting on mathematical and computational concepts.