Desafios e oportunidades ao desenvolver o pensamento computacional desplugado como uma abordagem para compreensão do sistema de numeração decimal

Abstract

In contemporary society immersed in a digital culture, technology has significantly transformed human behavior, social interaction, teaching, and learning processes, being necessary to integrate technology into human knowledge and, consequently, incorporate it into the educational environment. The Brazilian National Common Curricular Base (BNCC) identifies Computational Thinking (CT) within the field of Mathematics as one of the core components of the curriculum related to technology education. Additionally, it incorporates the Guidelines on Computing in Basic Education – Supplement to the BNCC, which regulate the skills and competencies necessary for the teaching of Computing in Brazilian basic education. Computational Thinking is an approach that, when applied in educational settings, supports problem-solving by enabling students to develop creative strategies through collaborative actions. However, the implementation of CT in schools remains at an early stage and is often limited to the development of basic computing concepts. This situation can be partly attributed to inadequate technological infrastructure in schools, as well as to teachers’ limited knowledge and training in educational technologies. In order to enhance the educational process, making it more engaging and expanding students' understanding of CT, this research aims to present the application of a proposal grounded in Unplugged Computational Thinking (UCT), that is, without the use of digital tools or technological resources. This study describes the design, implementation, and evaluation of a set of activities based on the Design Science Research (DSR) methodology. The activities focus on the teaching and learning of the Decimal Number System (DNS) in 5th-grade classrooms of Elementary School, employing the UCT approach supported by the use of manipulative materials. The findings suggest that Unplugged Computational Thinking is an effective pedagogical strategy that facilitates the understanding of mathematical concepts, fosters problem-solving skills, and enhances students’ comprehension of the structure and characteristics of the decimal number system. The research indicates that the implementation of UCT enabled participants to engage in collective discussions and argumentation, explore diverse solution strategies, and establish meaningful connections among mathematical ideas.