COMPUTATIONAL THINKING IN CHILDHOOD EDUCATION: THEORETICAL INTERLOCUTIONS ABOUT CONTINUING TRAINING AS A STRATEGY TO DEVELOP MATHEMATICAL LANGUAGE

Abstract

The traditional approach to teaching mathematics seems to neglect the development of computational thinking, an essential skill today. In such a context, the continued training of teachers plays an essential role in aligning teaching skills and refining pedagogical practices, especially at the level of early childhood education. It is essential to re-examine pedagogical practices at this level and explore innovative approaches that harmonize the teaching of mathematics with contemporary needs, such as the integration of computational thinking and its languages. In this scenario, continued training is relevant, as it allows teachers to update and adapt their practices according to constantly evolving educational demands. Thus, this study consists of a qualitative research proposal based on the historical-social approach, and object; continued training of teachers to integrate computational thinking into the teaching of mathematical language. It is assumed that continued training, aimed at the inclusion of computational thinking in pedagogical practices, enhances the teaching of mathematical language in early childhood education and promotes the development of mathematical and cognitive skills. The general objective of the ongoing investigation is to analyze how the continuing training of teachers integrates computational thinking in the teaching of mathematical language, influencing pedagogical practices in early childhood education. To this end, the results of initial documentary research on training in everyday teaching are presented, in an interdisciplinary approach consistent with the guidelines of the National Common Curricular Base. It is expected that the results of this investigation will contribute to training processes and the implementation of innovative pedagogical strategies, using computational thinking and teaching mathematical language, within the scope of child development.