Desenvolvimento do pensamento computacional e a abordagem mentalidades matemáticas

Abstract

This dissertation investigates how the Mathematical Mindsets (MM) approach and Compu tational Thinking (CT) can contribute to a significant change in students’ relationship with Mathematics. The study was conducted with around 120 students from the 6th and 7th grades of a public school in Duque de Caxias (RJ), in 2025. The methodology adopted was a qualitative quantitative descriptive research, based on Action Research and Teacher Research. Collaborative and visually rich activities were developed, such as “Number Talk with Dot Cards”, “Canes”, “Stamp Collection”, “Mr. Snail”, and “The Walkways of Praçolândia”, aiming to explore the four pillars of CT — decomposition, pattern recognition, abstraction, and algorithms — combined with the principles of MM, such as valuing mistakes, using low-floor/high-ceiling tasks, and promoting a growth mindset. Data analysis, collected through two questionnaires and observa tions, revealed a significant shift in students’ conceptions about mathematics and computational thinking, with improvements in self-confidence, perception of mathematics’ usefulness in daily life, and engagement with the subject. The integration between MM and CT proved to be aligned with the guidelines of the Base Nacional Comum Curricular (BNCC) and the recommendations of the Sociedade Brasileira de Computação (SBC), standing out as a powerful, inclusive, and transformative pedagogical practice.