Uma unidade de ensino potencialmente significativa intermediada pela linguagem Python para o ensino de álgebra

Abstract

Mathematics combined with Digital Information and Communication Technologies (ICT) is increasingly present today. When it comes to the educational environment, students have been inserting ICT in the presentation of seminars, academic papers, as well as pedagogical didactic strategy used by teachers in their classes. This research aims to present the proposal for a Potentially Significant Teaching Unit (UEPS) with the use of Python in the teaching and learning process of some Algebra content. For example, Maximum Common Divisor (LCD), Euclid's Theorem in integers, among others. The methodology for the development of this research included the application of a pedagogical intervention that was carried out with Mathematics Licenciatura students from a public university in Rio Grande do Sul. The analysis of the results obtained will consist of two approaches, namely: quantitative and qualitative. For the quantitative approach, the Average Learning Gain will be used, through the application of two instruments of data collection: the pre and the post test. In the qualitative bias, the Theory of Meaningful Learning (TAS) will be used to try to evidence the evidence of significant learning in relation to the contents of Algebra worked in the pedagogical intervention. As a result, there was a normalized gain in learning of 67% among students. Quantitative and quantitative analyzes indicate that there were signs of significant learning. The production of the pedagogical intervention with the aid of the Python programming language results from this work a material composed of three workshops with the aid of the QPython 3L application for teaching and learning in the subject of Algebra.