Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a01
Maria de Fátima Lima de Oliveira, Reginaldo dos Santos
This article presents the results of a qualitative study developed in 2019. The aim was to know and discuss obstacles and possibilities to promote adequate education to fulfill the needs of middle-school students. We conducted the research in four schools of Field Education in the Tomé-Açu, in the state of Pará, which use the Modular Organizational System, Alternance Pedagogy, and interdisciplinary projects. The research is grounded on the dialectic method, seeking to discuss and reflect the educational reality in a rural context. Thus, we were guided by official national and municipal documents. The study has shown the contextualization of the curriculum with students’ experiences, emphasizing the problems and strategies developed to guarantee the offer of a more useful, viable, possible, and contextualized school education.
{"title":"The modular education system in rural schools in Tomé-Açu, Pará, Brazil: a participative research","authors":"Maria de Fátima Lima de Oliveira, Reginaldo dos Santos","doi":"10.26843/rencima.v13n6a01","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a01","url":null,"abstract":"This article presents the results of a qualitative study developed in 2019. The aim was to know and discuss obstacles and possibilities to promote adequate education to fulfill the needs of middle-school students. We conducted the research in four schools of Field Education in the Tomé-Açu, in the state of Pará, which use the Modular Organizational System, Alternance Pedagogy, and interdisciplinary projects. The research is grounded on the dialectic method, seeking to discuss and reflect the educational reality in a rural context. Thus, we were guided by official national and municipal documents. The study has shown the contextualization of the curriculum with students’ experiences, emphasizing the problems and strategies developed to guarantee the offer of a more useful, viable, possible, and contextualized school education.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78671541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a18
Fábio Martins Gaioli, Ana Paula Leivar Brancaleoni, Caio Samuel Franciscati da Silva, Rosemary Rodrigues Oliveira
Research on sexuality and access to education that there are, for example, school subjects and permanence of LGBTQIAP+ school studies. This study aims to verify possible conceptions of sexual and gender diversity in documents oriented to basic education in the State of São Paulo (Diálogos e práticas restaurativas na escola: Guia prático para educadores e Resolução SE 8, de 31 de janeiro de 2018) and their possible to the teaching action related to thematic contributions. The results point to silencing of sexual and gender diversity and, in a broad context, indeterminacy of the concepts of diversity, difference and tolerance.
关于性和受教育机会的研究，例如，学校科目和LGBTQIAP+学校研究的持久性。本研究旨在验证圣保罗州基础教育文件中可能存在的性和性别多样性概念(Diálogos e práticas restaurativas na escola: Guia prático para educadores e resolup o SE 8, de janeiro de 31 de 2018)及其对专题贡献相关教学行动的可能影响。结果表明，性和性别多样性被压制，在广泛的范围内，多样性、差异和容忍的概念不确定。
{"title":"Sexuality and Gender in Educational Documents in the State of São Paulo","authors":"Fábio Martins Gaioli, Ana Paula Leivar Brancaleoni, Caio Samuel Franciscati da Silva, Rosemary Rodrigues Oliveira","doi":"10.26843/rencima.v13n6a18","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a18","url":null,"abstract":"Research on sexuality and access to education that there are, for example, school subjects and permanence of LGBTQIAP+ school studies. This study aims to verify possible conceptions of sexual and gender diversity in documents oriented to basic education in the State of São Paulo (Diálogos e práticas restaurativas na escola: Guia prático para educadores e Resolução SE 8, de 31 de janeiro de 2018) and their possible to the teaching action related to thematic contributions. The results point to silencing of sexual and gender diversity and, in a broad context, indeterminacy of the concepts of diversity, difference and tolerance.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79691042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a09
Gisele do Livramento, D. Ribeiro, C. G. Passos
The objective of this article is to investigate the curricular changes imposed by the promulgation of the National Common Curricular Base (BNCC) in the final years of the Elementary School of Sciences in public schools education network, as well as to investigate adequacy of the curricular matrices of some Science teachers training courses to work in Science Elementary Education offered in the state of Santa Catarina. With the qualitative and interpretative study of the documents, it was found that the reform imposed by the BNCC considerably diversified the curricular matrix of Science teaching in Elementary School. This diversification arises with the insertion of Astronomy, Physics, Chemistry, and Geosciences contents. However, curricula of the seven teacher training courses analyzed have a large workload devoted to the contents of Biology. It is considered that this disparity in the approaches of the analyzed courses represents gap for the formation of the future teacher of the final years of Basic Science Education.
{"title":"The initial education of Biology teachers in the state of Santa Catarina: controversies for implementing the Base Nacional","authors":"Gisele do Livramento, D. Ribeiro, C. G. Passos","doi":"10.26843/rencima.v13n6a09","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a09","url":null,"abstract":"The objective of this article is to investigate the curricular changes imposed by the promulgation of the National Common Curricular Base (BNCC) in the final years of the Elementary School of Sciences in public schools education network, as well as to investigate adequacy of the curricular matrices of some Science teachers training courses to work in Science Elementary Education offered in the state of Santa Catarina. With the qualitative and interpretative study of the documents, it was found that the reform imposed by the BNCC considerably diversified the curricular matrix of Science teaching in Elementary School. This diversification arises with the insertion of Astronomy, Physics, Chemistry, and Geosciences contents. However, curricula of the seven teacher training courses analyzed have a large workload devoted to the contents of Biology. It is considered that this disparity in the approaches of the analyzed courses represents gap for the formation of the future teacher of the final years of Basic Science Education.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84593749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a10
Daieli Althaus, L. Sarzi, D. Ramos
This paper aims to describe the development process of a game performed during specialized educational care (ESA) with a student with giftedness, aiming to identify contributions to curriculum enrichment and the improvement of executive functions. The creation of the board game addressed the human reproduction content provided for in the Science curriculum for the 5th grade classes of elementary school, with a view to its use in the classroom. The research is characterized as a case study of qualitative approach. The analysis was based on categories and was performed from field diary records and ESA reports. The results show that the creation of games can contribute to curriculum enrichment and favor cognitive skills, especially the inhibiting control and planning capacity, consolidating itself as a process of self-knowledge and self-regulation.
{"title":"Game A Épica Corrida ao Ovócito: curricular enrichment in the Science subject for students with giftedness","authors":"Daieli Althaus, L. Sarzi, D. Ramos","doi":"10.26843/rencima.v13n6a10","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a10","url":null,"abstract":"This paper aims to describe the development process of a game performed during specialized educational care (ESA) with a student with giftedness, aiming to identify contributions to curriculum enrichment and the improvement of executive functions. The creation of the board game addressed the human reproduction content provided for in the Science curriculum for the 5th grade classes of elementary school, with a view to its use in the classroom. The research is characterized as a case study of qualitative approach. The analysis was based on categories and was performed from field diary records and ESA reports. The results show that the creation of games can contribute to curriculum enrichment and favor cognitive skills, especially the inhibiting control and planning capacity, consolidating itself as a process of self-knowledge and self-regulation.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77675250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n5a21
Fabrício Rodrigues Benayon, A. C. Barbosa, Cláudia Ferreira Reis Concordido
Este trabalho visa desenvolver e analisar uma estratégia de ensino-aprendizagem de introdução aos conceitos do Cálculo no Ensino Médio, mais especificamente, a derivada. A fundamentação teórica, baseada nos estudos de David Tall e Shlomo Vinner sobre conceito imagem, concentra-se na apresentação da definição da derivada a partir da noção de linearidade local, que se ampara na ideia de magnificação (ampliação) de gráficos e no uso da tecnologia, no nosso caso, o GeoGebra para smartphones. É proposto um conjunto de atividades para a introdução das derivadas via magnificação de gráficos de funções familiares aos alunos do 1º ano do Ensino Médio.
{"title":"Derivadas: uma abordagem para o Ensino Médio com uso do GeoGebra para smartphones","authors":"Fabrício Rodrigues Benayon, A. C. Barbosa, Cláudia Ferreira Reis Concordido","doi":"10.26843/rencima.v13n5a21","DOIUrl":"https://doi.org/10.26843/rencima.v13n5a21","url":null,"abstract":"Este trabalho visa desenvolver e analisar uma estratégia de ensino-aprendizagem de introdução aos conceitos do Cálculo no Ensino Médio, mais especificamente, a derivada. A fundamentação teórica, baseada nos estudos de David Tall e Shlomo Vinner sobre conceito imagem, concentra-se na apresentação da definição da derivada a partir da noção de linearidade local, que se ampara na ideia de magnificação (ampliação) de gráficos e no uso da tecnologia, no nosso caso, o GeoGebra para smartphones. É proposto um conjunto de atividades para a introdução das derivadas via magnificação de gráficos de funções familiares aos alunos do 1º ano do Ensino Médio.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90166774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a08
Emilly Gonzales Jolandek, A. L. Pereira
The present work is the result of a master's research, guided by the following question: what are the perceptions that teachers of Mathematics of Basic Education have about BNCC, about PISA and about what is mathematical literacy proposed in PISA and BNCC? The article has a mixed nature and the data were collected through questionnaires, applied to Mathematics teachers who work in the Public Network of the State of Paraná. Data analysis took place through Content Analysis and Cluster Analysis. We obtained four clusters that allowed us to verify that the teachers knew the BNCC, but many did not read the Mathematics chapter. Regarding PISA, many teachers were not aware of this assessment. We found that teachers do not know if there are relationships between PISA and BNCC, as well as most teachers confused math literacy with math literacy.
{"title":"Teachers' perceptions of the brazilian curriculum reform, PISA and mathematics literacy","authors":"Emilly Gonzales Jolandek, A. L. Pereira","doi":"10.26843/rencima.v13n6a08","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a08","url":null,"abstract":"The present work is the result of a master's research, guided by the following question: what are the perceptions that teachers of Mathematics of Basic Education have about BNCC, about PISA and about what is mathematical literacy proposed in PISA and BNCC? The article has a mixed nature and the data were collected through questionnaires, applied to Mathematics teachers who work in the Public Network of the State of Paraná. Data analysis took place through Content Analysis and Cluster Analysis. We obtained four clusters that allowed us to verify that the teachers knew the BNCC, but many did not read the Mathematics chapter. Regarding PISA, many teachers were not aware of this assessment. We found that teachers do not know if there are relationships between PISA and BNCC, as well as most teachers confused math literacy with math literacy.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87537247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a22
K. Schreiber, Mauren Porciúncula
In this paper, teachers’ knowledge regarding statistical competences and curriculum documents, mobilized in the Collaborative Group for the Training of Teachers in Statistical Education (MoSaiCo Edu) is highlighted. Considering the Discourse of the collective subject technique, the audio transcription of seven group meetings was analyzed. As a result, one can describe signs of mobilization of professional teaching knowledge related to the insertion of statistics in documents and textbooks. This was noticeable with regard to learning and skills developed by students, with regard to statistical competences, such as educational goals and with regard to the specificities and importance of context and the conceptual and procedural domain of Statistics. In this way, spaces for collaborative work among teachers provide opportunities for sharing and building teaching practices and understanding, favoring the proposition of categories and the legitimization of a specific basis for professional practice and teaching of Statistics.
{"title":"Teaching knowledge and Statistical Education: a study on statistical competences and curriculum guidelines from the perspective of a collaborative group of teachers","authors":"K. Schreiber, Mauren Porciúncula","doi":"10.26843/rencima.v13n6a22","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a22","url":null,"abstract":"In this paper, teachers’ knowledge regarding statistical competences and curriculum documents, mobilized in the Collaborative Group for the Training of Teachers in Statistical Education (MoSaiCo Edu) is highlighted. Considering the Discourse of the collective subject technique, the audio transcription of seven group meetings was analyzed. As a result, one can describe signs of mobilization of professional teaching knowledge related to the insertion of statistics in documents and textbooks. This was noticeable with regard to learning and skills developed by students, with regard to statistical competences, such as educational goals and with regard to the specificities and importance of context and the conceptual and procedural domain of Statistics. In this way, spaces for collaborative work among teachers provide opportunities for sharing and building teaching practices and understanding, favoring the proposition of categories and the legitimization of a specific basis for professional practice and teaching of Statistics.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"37 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91432312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a15
Marcelo de Oliveira Dias
This article intends to try to understand the curriculum acts of two Mathematics teachers of Basic Education from public schools in the District of Lisbon in Portugal and two teachers from the Municipal network of the city of Rio de Janeiro in Brazil about the use of digital technologies from recent curriculum reforms in countries. The case study has a qualitative methodological bias and analyzes of the discourses of these teachers were carried out, which showed the dynamics of digital technologies in the approach to interdisciplinarity through curriculum flexibility in contexts of mathematical and non-mathematical practices. The dissonance between the teachers' curriculum acts, Mathematics Education and the current curriculum proposals in the countries emerged, as well as the need to expand studies and research in the scope of Digital Literacy and Computational Thinking, so that practices are promoted that develop students' autonomy and creative process.
{"title":"Digital technologies in Mathematics curricula and professional practices of brazilian and Portuguese teachers","authors":"Marcelo de Oliveira Dias","doi":"10.26843/rencima.v13n6a15","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a15","url":null,"abstract":"This article intends to try to understand the curriculum acts of two Mathematics teachers of Basic Education from public schools in the District of Lisbon in Portugal and two teachers from the Municipal network of the city of Rio de Janeiro in Brazil about the use of digital technologies from recent curriculum reforms in countries. The case study has a qualitative methodological bias and analyzes of the discourses of these teachers were carried out, which showed the dynamics of digital technologies in the approach to interdisciplinarity through curriculum flexibility in contexts of mathematical and non-mathematical practices. The dissonance between the teachers' curriculum acts, Mathematics Education and the current curriculum proposals in the countries emerged, as well as the need to expand studies and research in the scope of Digital Literacy and Computational Thinking, so that practices are promoted that develop students' autonomy and creative process.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75032707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n6a11
Sebastião Rodrigues Moura, Felipe Alexandre Medeiros de Freitas, Maria de Fátima Vilhena da Silva
In this investigation, we aim to comprehend the proposition of a pedagogical curriculum approach for teaching action in Physics in a integrated high school while scientific knowledge is built by students from Newton's Laws. We appropriated the qualitative approach of research that culminated in the argumentation of bibliographic productions by the last five years (2017-2022), and also a theoretical-practical construct for teaching action through structures, analysis and evaluative procedures to teachers. These results indicate an scarcity of discussions about this theme with articulated proposition for integrated high school, which emphasizes the potentiality/dynamicity of the material produced, adaptable to pedagogical needs and to scopes of scientific learning.
{"title":"Pedagogical curriculum approach about Momentum, Impulse of a Force and Newton’s Laws for a scope of integrated High School","authors":"Sebastião Rodrigues Moura, Felipe Alexandre Medeiros de Freitas, Maria de Fátima Vilhena da Silva","doi":"10.26843/rencima.v13n6a11","DOIUrl":"https://doi.org/10.26843/rencima.v13n6a11","url":null,"abstract":"In this investigation, we aim to comprehend the proposition of a pedagogical curriculum approach for teaching action in Physics in a integrated high school while scientific knowledge is built by students from Newton's Laws. We appropriated the qualitative approach of research that culminated in the argumentation of bibliographic productions by the last five years (2017-2022), and also a theoretical-practical construct for teaching action through structures, analysis and evaluative procedures to teachers. These results indicate an scarcity of discussions about this theme with articulated proposition for integrated high school, which emphasizes the potentiality/dynamicity of the material produced, adaptable to pedagogical needs and to scopes of scientific learning.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81304568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-04DOI: 10.26843/rencima.v13n5a20
Lucas Henrique Viana, F. Moita, Leandro Mário Lucas
O tema ‘pensamento computacional’ vem atraindo a atenção de muitos professores e pesquisadores, no entanto, ainda existe uma lacuna de estudos que o articulem com os diferentes conteúdos abordados nas escolas. Tendo em vista esse cenário, este artigo objetiva investigar o ‘Jogo das congruências’ como uma possibilidade de diálogo entre a aprendizagem de geometria e o pensamento computacional. A pesquisa foi desenvolvida sob uma abordagem qualitativa e aplicada com oito alunos do oitavo ano do Ensino Fundamental de uma escola pública localizada em Campina Grande - Paraíba. Os resultados revelaram que a turma foi capaz de desenvolver diferentes estratégias para verificar a congruência e a não congruência de triângulos e que essas estratégias apresentam conexões com as habilidades do Pensamento Computacional. Além disso, verificou-se que é possível desenvolver novos estudos sobre o Pensamento Computacional e suas associações com outros conteúdos escolares.
{"title":"Jogo das congruências: um diálogo entre a aprendizagem de geometria e o pensamento computacional","authors":"Lucas Henrique Viana, F. Moita, Leandro Mário Lucas","doi":"10.26843/rencima.v13n5a20","DOIUrl":"https://doi.org/10.26843/rencima.v13n5a20","url":null,"abstract":"O tema ‘pensamento computacional’ vem atraindo a atenção de muitos professores e pesquisadores, no entanto, ainda existe uma lacuna de estudos que o articulem com os diferentes conteúdos abordados nas escolas. Tendo em vista esse cenário, este artigo objetiva investigar o ‘Jogo das congruências’ como uma possibilidade de diálogo entre a aprendizagem de geometria e o pensamento computacional. A pesquisa foi desenvolvida sob uma abordagem qualitativa e aplicada com oito alunos do oitavo ano do Ensino Fundamental de uma escola pública localizada em Campina Grande - Paraíba. Os resultados revelaram que a turma foi capaz de desenvolver diferentes estratégias para verificar a congruência e a não congruência de triângulos e que essas estratégias apresentam conexões com as habilidades do Pensamento Computacional. Além disso, verificou-se que é possível desenvolver novos estudos sobre o Pensamento Computacional e suas associações com outros conteúdos escolares.","PeriodicalId":21411,"journal":{"name":"Revista de Ensino de Ciências e Matemática","volume":"145 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77963294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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