PYTHON COMO FERRAMENTA PARA A APRENDIZAGEM DE MATEMÁTICA: UMA PROPOSTA DIDÁTICA PARA TURMAS DE ENSINO MÉDIO

Abstract

Mathematics education at the Brazilian high school level faces longstanding challenges, characterized by mechanical teaching practices that result in low levels of proficiency and difficulties in mathematics learning. In this context, this study analyzes the relationship between the Python programming language and mathematics learning among high school students, focusing on topics such as polynomials, functions, numerical sequences, and combinatorics. Methodologically, the study is characterized as an exploratory pedagogical intervention with a mixed-methods approach, comprising a descriptive quantitative component (pre-test and post-test analysis) and a qualitative component based on systematic classroom observations and students' programming code. The intervention employed Python as a mediating tool to translate abstract mathematical concepts into interactive computational models, in accordance with the Brazilian National Common Curricular Base (BNCC). The results obtained from the pre-tests and post-tests indicated an overall satisfactory performance. One of the most significant improvements was observed in the field of combinatorics, where students' performance showed substantial growth after the intervention. This progress suggests that the use of repetition structures, such as the while loop, to perform systematic counting enabled students to develop a practical and intuitive understanding of the Fundamental Principle of Counting even before its formal presentation through mathematical formulas. It is concluded that integrating Python into mathematics education can enhance the development of logical reasoning and students' autonomy by transforming abstract procedures into visible, logical, and testable processes.