Reflexiones que sustentan el rediseño de clases que integran el pensamiento matemático y computacional

• DOI: https://doi.org/10.22533/at.ed.0532411104

• Palavras-chave: Educación Matemática, Pensamiento computacional, Blue-bot, Formación de profesores, Criterios de idoneidad didáctica.

• Keywords: Mathematics Education; Computational Thinking; Blue-bot; teacher training, Didactic Suitability Criteria

• Abstract: The development of Computational Thinking from the early years of schooling has become a trend in various educational systems, which implies a challenge in schools and teacher training. In this study, the investigative interest is focused on the training received by a group of future Early Childhood Education teachers to integrate Mathematical and Computational Thinking into their teaching and learning practices. Specifically, the reflections on the simulated class they have designed are analysed, along with the links of these reflections with the proposed class redesign. The research followed a qualitative methodology, and a total of twenty future teachers organized into six teams participated. The data were collected through a report containing all the tasks requested during a training module and were analysed using the content analysis technique. The analysis was conducted in three phases: 1) descriptive analysis of the designed classes, 2) overall analysis of the reflections, and 3) in-depth analysis of the reflections and redesign of the class proposed by a selected case. The results show that the future teachers critically reflect on the simulated class based on the Didactic Suitability Criteria (epistemic, cognitive, interactional, mediational, affective, and ecological), and these reflections are consistent with the class redesign they propose.