A robótica educacional como auxiliar no desenvolvimento do Raciocínio Lógico Matemático

Abstract

This professional master’s dissertation aims to analyze the contributions of educational robotics to the development of logical-mathematical reasoning among students in the final years of Elementary School. The study is grounded in a qualitative approach, involving the implementation and analysis of a pedagogical proposal structured around educational robotics activities integrated into mathematics teaching. The bibliographic research focused on the activities developed, records of student interactions, and the analysis of problem-solving processes throughout the projects carried out. The results of the analyzed projects indicated that educational robotics promoted student engagement, active learning, and the development of skills related to logicalmathematical reasoning, such as the organization of thought, hypothesis formulation and testing, problem decomposition, and the revision of strategies in response to errors. Furthermore, the proposed activities enabled the articulation between mathematical concepts and practical situations, contributing to more meaningful learning. As an educational product, a guide in e-book format was developed, providing theoretical and methodological guidelines for basic education teachers interested in integrating educational robotics into mathematics teaching. It is concluded that educational robotics, when intentionally planned and aligned with the curriculum, has significant potential to foster logical-mathematical reasoning in the final years of Elementary School, while also constituting a pedagogical strategy aligned with contemporary demands in basic education.