Angol
The current educational landscape calls for the integration of digital technologies to promote active and meaningful teaching practices, moving beyond traditional, purely transmissive instruction. In this context, this study aims to present a pedagogical proposal structured as a teaching sequence that links mathematics instruction to the fundamentals of programming logic. The study seeks to answer the following guiding question: How can the integration of geometry and programming, through digital platforms, enhance the understanding of historically abstract mathematical concepts? To this end, a teaching sequence was proposed involving knowledge objects related to geometry and quantities and measurements, with a specific focus on the study of angles, perimeters, and areas, designed to span ten class periods. At the conclusion of this study, we hope to demonstrate that the combination of computational algorithm creation and geometric calculation acts as a facilitating tool, lending mathematics a tangible, visual, and dynamic character. It is also expected that the implementation of this proposal will actively contribute to redefining teaching practice.
