Explorando estratégias do pensamento computacional na resolução de problemas em matemática discreta: em busca da aprendizagem significativa

Abstract

This research stemmed from the challenges faced by students in the Associate Degree in Systems Analysis and Development program, offered by the Instituto Federal Sul-rio-grandense, Campus Santana do Livramento, in the Discrete Mathematics course, which has resulted in high retention rates. After identifying that the greatest difficulty lies in problem-solving—an essential skill for 21st-century citizenship—the research analyzed the approach proposed by Polya’s (1945) "method" in conjunction with Computational Thinking, considered one of the core competencies for the digital society. In this context, the study aimed to examine the contribution of the interaction between Computational Thinking and Problem-Solving to the learning of Discrete Mathematics. The pedagogical interventions were based on the principles of andragogy (Knowles, 1968) and meaningful learning (Ausubel, 1968), seeking to provide a favorable environment for acquiring Computational Thinking skills. These interventions took place during the first semester of 2023 in Discrete Mathematics classes. During the activities, students took an active role, contributing and suggesting proposals for constructing knowledge. Thus, the research was conducted in a collaborative environment, fostering creativity and enabling the development of innovative experiences such as communities of practice, learning from mistakes, peer review, and the use of artificial intelligence. Data were collected and analyzed using a mixed-methods approach through multiple sources of evidence, including questionnaires, a field diary, exams, specific exercises in Discrete Mathematics, and tests to assess Computational Thinking acquisition. At the end of the study, data were explored to identify convergences.The results revealed that the integration of Computational Thinking skills and pillars helped students develop more effective strategies for problem-solving in Discrete Mathematics, promoting greater engagement in the proposed activities. A significant improvement in performance was observed not only in Discrete Mathematics but also in Programming Logic. In the qualitative analysis, maturity, organization, and clarity in the problem-solving process were highlighted.The final considerations reflect on the importance of the methodology employed, which integrated Computational Thinking with problem-solving, fostering skills that extend beyond the academic context and connect to students' professional and civic development. The research contributed to constructing an interdisciplinary approach with practical applicability in higher education.