A linguagem de programação Scratch na formação do professor: uma abordagem baseada no TPACK

Abstract

This article aims to analyze the possibilities of using Scratch programming activity in mathematics teacher continuing education from the perspective of knowledge integration, according to the TPACK theoretical model. Qualitative methodology guided the data collection and the actions developed during the training course on Scratch Programming Language in the context of Mathematics. A group of ten teachers working in K-12 Education from a public school system in the city of São Paulo participated in the course. In the course, the teachers experienced a way of learning based on the constructionist approach. This experience inspired the group to develop an educational software on the generalization of numerical sequence patterns to be used with their students. During the development of the software, teachers were describing their algorithms using the language commands, articulating mathematical and computational concepts. In this process, the mathematical content knowledge was supported by the knowledge of the Scratch programming language and vice versa. In addition, this experience enabled teachers to reflect on how to intervene in the student’s error, while building the educational software. This fact shows that when the technology is used in an educational context and based on constructionist principles it gains a new cognitive dimension linked to reflective processes that can provide the reconstruction of knowledge about technology, pedagogy and curricular content in an integrated manner, resulting in new knowledge about and for teacher practice.

Keywords: Mathematical Education. Constructionism. Knowledge Reconstruction.