COMPUTATIONAL THINKING AND MATHEMATICS TEACHING: AN APPROACH WITH UNPLUGGED ACTIVITIES MEDIATED BY PROBLEM SOLVING

Abstract

This article presents a qualitative investigation into the mobilization, learning, and development of the skills of Decomposition, Pattern Recognition, Abstraction, and Algorithm - considered as pillars of Computational Thinking - by fourth-year Elementary School students during the solving of mathematical problems. The activity undertaken for data production was guided by the principles of the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving (MEAAMaRP) and involved unplugged activities. The analyses, based on written records and transcripts of student-teacher interactions recorded in audio, allow us to infer that the MEAAMaRP methodology, with unplugged activities, favors the introduction, learning, and development of a computational mindset in early years Elementary School students, provided they are immersed in an intentional, mediated, and reflective learning environment.