Programação na formação dos professores de matemática: ensinando matemática com Scratch

Abstract

This work corroborates the Technological Pedagogical Content Knowledge (TPACK) perspective, taking technological knowledge as essential for any teacher who intends to teach mathematics in an exceptional way. Through research, the objective of this work is to demonstrate the situation of the current classroom, highlighting how present digital technologies are in the daily lives of Brazilians (smartphone, social networks, streaming, digital games). In this way, traditional classes lose strength and student interest. Through bibliographic research, development and analysis of the Scratch workshop with graduates and undergraduate students of the undergraduate course in mathematics at the Federal University of Alagoas, the use of programming as an important teaching tool for mathematics teachers is attested, as it is a tool that provides dynamic ways of teaching and that allows a significant contextualization with the students' daily lives. The Scratch workshop was developed based on the TPACK perspective and applied to graduate and undergraduate students of the Mathematics Degree course at Federal University of Alagoas. Finally, through the analysis of the Pedagogical Projects of the Mathematics Degree Courses at Federal University of Alagoas, the careless use of programming - having no connection with pedagogical knowledge - in the degree courses in mathematics offered by Federal University of Alagoas is observed, which is reflected in the conceptions and experience reported by workshop participants.