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Resumen
En este artículo, investigamos el pensamiento computacional de los estudiantes de educación matemática. Específicamente, a través del análisis de experimentos de enseñanza realizados como estudios de caso cualitativos, exploramos aspectos del construccionismo y la resolución de problemas. En diferentes escenarios de aprendizaje, parejas de estudiantes de primaria y de pregrado exploraron problemas de codificación para completar una tarea matemático-computacional. Desde un punto de vista construccionista, los resultados indican que la experiencia de aprendizaje implicó una espiral de descripción, ejecución, reflexión y depuración de problemas. En el caso de la experiencia de los estudiantes de pregrado, también identificamos características específicas del pensamiento computacional relacionadas con los procesos heurísticos, como la exploración, planificación, análisis y verificación.
Citas
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