Computational Thinking and Mathematics Learning in High School using technological tools
DOI:
https://doi.org/10.5007/1981-1322.2024.e98956Keywords:
Mathematical Learning, Computational Thinking, High School, TechnologiesAbstract
This study aimed to investigate and analyze the current integration of Computational Thinking (CT) in the process of learning Mathematics in the context of High School, considering both published research and educational practices. A systematic literature review methodology was employed, adhering to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) proposal. This methodological approach encompassed several key stages, including problem definition, comprehensive database searches, article selection based on inclusion and exclusion criteria, analysis of the selected corpus, and discussion of the findings. The selected works, identified through initiation, pre-screening, screening, and deferment stages, were systematically coded and analyzed according to predefined categories. Notable categories included methodologies incorporating CT into mathematical learning processes, mathematical learning through (dis)connected computational practices, and integration of mathematical and computational knowledge, major technologies utilized. The results obtained suggest that the integration of Computational Thinking into mathematics learning offers a holistic approach to problem-solving, pattern recognition, algorithmic thinking, resolution, and argumentation, as well as for the development of technological inventions, such as robotics, simulators, and artificial intelligence. These findings reveal the impacts of mathematical learning, especially in areas such as algebra, trigonometry, geometry, statistics, and interdisciplinary studies. However, they also highlight a research gap related to High School education.
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