O desenvolvimento do pensamento computacional a partir do processo de ensino-aprendizagem da Matemática Discreta: uma revisão sistemática da literatura.

Leandro Daniel  Pérez Tamayo; Ivonne Burguet  Lago; Walfredo González  Hernández; Dunia Reyes  Abreu

Authors

Leandro Daniel Pérez Tamayo University of Computer Sciences. Havana, Cuba https://orcid.org/0000-0002-6405-445X
Ivonne Burguet Lago University of Computer Sciences. Havana, Cuba https://orcid.org/0000-0002-8155-8123
Walfredo González Hernández University of Computer Sciences. Havana, Cuba https://orcid.org/0000-0003-4028-4266
Dunia Reyes Abreu University of Computer Sciences. Havana, Cuba https://orcid.org/0000-0002-9395-0106

Keywords:

Computational Thinking, Algorithmization, Logical Thinking, Discrete Mathematics

Abstract

Discrete Mathematics has become the basis of a good part of human knowledge today, fundamental for computer science, one of the sciences whose mathematical foundation is very strong, combining algorithmic thinking and mathematical thinking, in a symbiosis that is recognized as Computational Thinking in the literature today. After frequent observations of the Teaching-Learning Program, a documentary analysis of the Teaching-Methodological work in terms of analytical programs, preparation of subjects and control reports to classes in the study during the 2019-2020 academic year, and by means of a survey carried out to the Discrete Mathematics teachers, as well as the systematization of the professional experience of the author and other teachers who teach the Discrete Mathematics subject, it was possible to identify shortcomings in the development of Computational Thinking in the Discrete Mathematics subject. The objective of this work: to describe the current trends in the development of Computational Thinking from Discrete Mathematics at the Informatics Sciences University. In the work, the theoretical references that support Computational Thinking from the systemic-structural-functional approach are analyzed and contextualized, on those basis important investigations related to Computational Thinking and its application in different educational subsystems could be verified.

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