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RESEARCH PAPER
Computational Thinking in K-12: An analysis with Mathematics Teachers
1
Federal University of the Fronteira Sul - UFFS, BRAZIL
2
Federal University of Rio Grande do Sul - UFRGS, BRAZIL
Publication date: 2020-03-17
EURASIA J. Math., Sci Tech. Ed 2020;16(6):em1847
KEYWORDS
ABSTRACT
The article highlights and discusses aspects about the initial perceptions of Computational
Thinking of a group of Mathematics teachers in K-12, estimates the contributions of a continuing
education course on the subject and addresses possible changes in the participants’ way of
teaching. The case study was conducted through continuing education course and focused on
the application of questionnaires with open and closed questions, as well as reports on the
inclusion of activities, by the participants, in their teaching practice. The answers were analyzed
from a qualitative perspective and the results obtained point to an initial lack of knowledge of the
participants about the subject, especially in their relations with the field of mathematics. The
offering of the course led to a significant learning on the subject, development of methodologies
for the introduction of Computational Thinking in mathematics classes and reflections on how to
teach and learn.
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