Mapa teórico do uso da robótica educacional para estudo de funções nas aulas de matemática

Abstract

This work consists of conducting a bibliographic review following the theoretical framework theory, aiming to understand how the use of Educational Robotics contributes to the teaching and learning process of the concept of Functions in mathematics classes. The research is based on online scientific dissemination texts whose central theme is Educational Robotics in Mathematics classes for the study of Functions, and it also involves providing insights into the potential applications of the discussed concepts. The cognitive development theory of Jean Piaget played a crucial role in the development of the initial Educational Robotics kits, which were further refined by Seymour Papert (SANTOS; MENEZES, 2005). These kits were used to update traditional and conservative pedagogical practices in line with the theoretical framework of this work. The research was conducted using the CAPES Periodicals Portal Bibliographic Database and the Brazilian Digital Library of Theses and Dissertations, resulting in a collection of articles and master's dissertations. In conclusion, many of the texts found originated from the National Network Master's Program in Mathematics, authored by primary school teachers. All these works utilized Educational Robotics kits from the LEGO® brand, and the most produced educational product by researchers were Didactic Sequences, incorporating robots to model concepts of Functions. Therefore, this research clearly demonstrates that the use of Educational Robotics enhances the teaching and learning process of Functions in mathematics classes, providing engaging and dynamic lessons where students can apply the theoretical content through practical experiences.