Explorando o potencial da linguagem python no ensino de matemática: uma análise da utilização por estudantes do ensino médio

Abstract

This study conducted a qualitative research study, which aimed to analyze how high school students can use the Python programming language to solve mathematical tasks. To this end, a participatory study was conducted by offering an online course on creating digital games using the Python language, aimed at high school students. Data collection was performed by recording interactions with students, collecting logs from e-PROJETO, accessing YouTube Analytics data, and applying a questionnaire at the end of the course. The course was divided into four weekly modules, covering everything from basic programming concepts to creating mathematical games and applications, with virtual meetings to clarify doubts and monitor the proposed activities. Tools such as video lessons, digital summaries, practical tasks, and feedback videos were used to reinforce learning. The analysis of the collected data indicated the existence of three categories according to Bardin's content analysis: student engagement in the course, learning Mathematics for creating games, and participants' understanding of Mathematics. The research concluded that using the Python language in teaching mathematics can be an effective strategy for engaging students and improving learning, as long as there is appropriate teaching planning for the use of technology.