Computational Thinking and Statistical Literacy in the First Grade of Primary School
An Exploratory Teaching Practice
DOI:
https://doi.org/10.15366/didacticas2024.31.004Keywords:
Statistical Literacy, Computational Thinking, Exploratory Teaching, Data and ProbabilitiesAbstract
Computational thinking (CT) is an essential skill for integration into society, and its development from the earliest years of schooling is crucial. This study presents the implementation of an exploratory teaching practice that sought to develop this mathematical ability through the theme of Data and Probabilities, in the first year of primary school, with a focus on statistical literacy within the context of World Water Day. In this way, the exploratory teaching practice was developed in four phases, collaboratively between three trainee teachers, supervised by the head teacher, and a statistical investigation was carried out with the students. In this context, the students, in groups of two and three, collected and interpreted data, built a graphical representation and, finally, shared the tasks carried out with their colleagues. The session included data collection through audio recordings, photographs, the student’s written work and the trainee teachers’ field notes, and the anonymity of the participants involved was guaranteed.
The practice showed the development of the Abstraction, Decomposition, Algorithm, Pattern Recognition and Debugging dimensions of CT. Through the interactions between the students, it was also possible to observe that the practice promoted a collaborative learning environment.
It can be concluded that the exploratory teaching practice not only promoted the development of CT and statistical literacy but also encouraged critical thinking, collaboration and mutual help among the students, highlighting the importance of developing this type of practice from the beginning of school.
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