MATHEMATICS, YOUTH AND ADULT EDUCATION AND ROBOTICS: A SYSTEMATIC REVIEW
Keywords:
Mathematics Education, EJA, Educational roboticsAbstract
The article aimed to identify the technologies applied in Youth and Adult Education (EJA) classes and to identify how educational robotics (RE) is related to mathematics and what resources are used in this connection. This systematic review (SR) is part of a doctoral research carried out at Universidade Estadual do Sudoeste da Bahia. Therefore, in order to identify articles that discussed the use of RE in mathematics classes in EJA, a search was performed in teaching and mathematics education journals. In order to meet the listed objectives, a search protocol was outlined with descriptors and inclusion and exclusion criteria, as well as data analysis strategy, in the interest of responding the question: what technologies are used in mathematics classes in EJA and how does robotics relate to Mathematics? At the end of the analysis, it was possible to identify the following technologies: social media, such as Facebook and Whatsapp; YouTube video platform; learning tools such as Kahoot; and other components associated with the Google platform. In addition, it was noticed that, in articles which themes are Robotics, Mathematics is explored during the construction of prototypes. Thus, the guiding question and the goals were answered. Thus, the guiding question and the objectives were answered. Therefore, SR contributes to doctoral research, since it articulates ER with mathematics in EJA, which was not verified in the articles mentioned in this text.
Downloads
References
ARAÚJO, T. O. R. Formação de conceitos de geometria plana na EJA com o software GeoGebra. Dissertação (Mestrado em Ensino) - Universidade Estadual do Sudoeste da Bahia. Vitória da Conquista, 2018.
BACICH, L.; MORAN, J. (Orgs), Metodologias ativas para uma educação inovadora. Porto Alegre: Penso, 2018.
BORBA, M. C.; SOUTO, D. L. P.; CANEDO JUNIOR, N. R. Vídeos na Educação Matemática: Paulo Freire e a quinta fase das tecnologias digitais. Belo horizonte: Autêntica, 2022.
BRACKMANN, C. P. Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. Tese (doutorado em Informática na Educação) – Universidade Federal do Rio Grande do Sul, Porto Alegre, 2017.
BRASIL. Proposta Curricular para a educação de jovens e adultos: segundo segmento do ensino fundamental: 5a a 8a série – introdução. Secretaria de Educação Fundamental, 2002.
BRASIL. Base Nacional Comum Curricular. Ministério da Educação: Brasília, 2018.
CAMPOS, F. R. A robótica para uso educacional. São Paulo: Senac São Paulo,
GAMBOA, S. S. Projetos de pesquisa, fundamentos lógicos: a dialética entre perguntas e respostas. Chapecó: Argos, 2013.
MATARIC, M. J. Introdução à robótica. São Paulo: Unesp/Blucher, 2014.
MINAYO, M. C. S.; DESLANDES, S. F.; GOMES, R. Pesquisa social: teoria, método e criatividade. 5 reimp. Rio de Janeiro: Editora Vozes, 2016.
NAVARRO, E. R. O desenvolvimento do conceito de pensamento computacional na educação matemática segundo contribuições da teoria histórico-cultural. 2021. 178 p. Tese (Doutroado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021.
NERLING, M. A. M.; DARROZ, L. M. Tecnologias e aprendizagem significativa. Cenas Educacionais, v.4, n.10956,2021.
RAABE, A. L. A.; BRACKMANN, C. P.; CAMPOS, F. R. (Orgs) Currículo de referência em tecnologia e computação: da educação infantil ao ensino fundamental. São Paulo: CIEB, 2018.
SANTOS, R. C. O guia do planejamento de projetos com Robótica e STEAM. Vitória da Conquista: Ed. da Autora, 2022. Disponível em: <https://sun.eduzz.com/1505765>
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Taiane de Oliveira Rocha Araújo, Maria Deusa Ferreira da Silva
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright
The submission of originals to Cenas Educacionais (CEDU) implies the transfer, by the authors, of the publication rights. The copyright for the manuscripts published in this journal is the author (s), with CEDU rights over the first publication. Authors (s) may only use the same results in other publications by explicitly indicating CEDU as the means of the original publication.
Creative Commons License
Except where otherwise specified, the terms of a Creative Commons Attribution-ShareAlike 4.0 International License license apply to the material published in this journal, which allows unrestricted use, distribution and reproduction in any medium provided the original publication is correctly cited.
This work is licensed with a License 