Scratch como recurso didático para o desenvolvimento do raciocínio lógico nos anos finais do ensino fundamental

Abstract

The exploratory study, in a qualitative approach, sought to investigate how Scratch can collaborate for the development of mathematical logical reasoning in the final years of elementary school. To verify these learning possibilities and potentialities of this adopted didactic strategy, the didactic sequence was elaborated and applied, during the period of Supervised Internship 3 in Mathematics Degree from UFAL in a class of the 9th year of Elementary School. In the search for theoretical foundation for the use of Scratch as a didactic strategy, and the learning of adolescents in digital culture, we resorted to research by Forbellone (2005), Sadovsky (2007), among others. The data collection instruments used in this research were the direct and participant observation of the students who participated in the experience, the field diary and the documentary analysis of the activities answered by the students. The initial impressions about the study developed pointed out that there is a relationship between the use of elements present in the daily lives of students that motivate them, such as the culture of board games, digital games and RPG, and the potential for the development of learning elements that involve reasoning logical.