LEARNING DIFFICULTIES WITH THE FOUR OPERATIONS: INTEGRATING COMPUTATIONAL THINKING INTO EDUCATIONAL PRACTICES

Abstract

This study is a qualitative research project that aimed to develop, implement, and analyze a didactic sequence involving mathematics teaching activities for 4th-grade elementary school students, with the goal of addressing difficulties in learning the four basic mathematical operations. The work was applied to a class of 28 students, integrating Computational Thinking into pedagogical practices to develop logical reasoning and student autonomy. The importance of addressing this theme is linked to the need for innovative strategies that promote meaningful and inclusive learning. It is based on the Brazilian National Common Curriculum Base (BNCC) and authors such as Braslavsky (2005) and Wing (2006), who discuss the importance of computational skills in the school context. The research follows a qualitative approach, with a case study methodology, through practical implementation in a public school. The results indicated improvements in the understanding of basic operations and greater student engagement. It can be concluded that the use of Computational Thinking contributes positively to the teaching and learning process in Mathematics in the early years.