Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Santos, Daniely Berto dos
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| Orientador(a): |
Faria, Elisabeth Cristina de
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| Banca de defesa: |
Faria , Elisabeth Cristina de,
Andrade , Kamila da Silva,
Lima, Luciano Feliciano de |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
PROFMAT - Programa de Pós-graduação em Matemática em Rede Nacional - Sociedade Brasileira de Matemática (IME)
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| Departamento: |
Instituto de Matemática e Estatística - IME (RMG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/13500
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Resumo: |
This study aims to investigate the use of Scratch as an educational tool to enhance the understanding of integers in the context of elementary education. The motivation for this approach arises from the need to provide additional support and expand the learning of integer concepts using programming. The central question guiding this work is: How do students apply their learning about integers in programming situations with Scratch? The objectives include exploring the Scratch platform as a tool to increase students' interest and understanding of integers, as well as promoting the creation of games and animations using this programming language. The research was conducted with fifteen 7th-grade students from a public school in workshops that adopted a qualitative methodological approach, utilizing participant observation, questionnaires, photographs, activity records, and field notes as data collection instruments. Content analysis was employed to examine the students' perceptions and experiences regarding the addressed topics. The results revealed that integrating programming with Scratch significantly contributed to better student engagement, increasing their motivation and promoting a more solid understanding of integer concepts. The importance of the teacher's role as a mediator and facilitator during the learning process is also highlighted, emphasizing the need to integrate digital technologies critically and ethically.The theoretical references for the foundation of this study were based on Cysneiros (2000), Cysneiros (1999), Libâneo (1998), and Sancho (2006), while the methodology references were based on Bogdan and Biklen (1994), Fiorentini and Lorenzato (2006), Minayo (2007), Winques (2022) and the data analysis references were based on Minayo (2007). |
