Explorando o Scratch: uma abordagem tecnológica para a prática de ensino de futuros(as) professores(as) de Matemática

Abstract

This research proposes the use of digital technologies by future Basic Education teachers, with emphasis on the application of the Scratch programming language in the Mathematics curriculum. The study was guided by the following question: “How can the integration of the Scratch programming language into Mathematics teaching practices promote the learning of mathematical concepts?” The main objective was to analyze how this integration in teaching practice can contribute to the learning of mathematical concepts. The research encourages reflection and the development of proposals for new teaching methodologies that promote a more interactive and practical approach to the educational process through the use of programming to support Mathematics learning.The theoretical framework is based on Moran (2004), Moran, Masetto, and Behrens (2013), Richit (2005), Papert (1980; 1985), Resnick (2006; 2012; 2013), Resnick et al. (2009), Brazil (2018), Brackmann (2017) and D’Ambrósio (1993). This is an action research study, based on Thiollent (2018), with a qualitative approach. The data collection instruments included questionnaires, participant observation, and workshops. Participants were undergraduate students from the Mathematics Teacher Education Program at IFPI (Piripiri Campus), who were PIBID 2025 scholarship holders. Three workshops were held in the Computer Lab to present Scratch. Data were analyzed based on Bardin’s Content Analysis (2022). It was found that Scratch has great educational potential, especially for making abstract content more concrete and interactive. It is considered that its use can enhance the learning of mathematical concepts, provided that teachers use it in a planned way and aligned with learning objectives.