Digital geoplane as a resource for learning geometry and practicing computational thinking

Abstract

For many educators, teaching geometry is challenging, as they do not always have access to resources that facilitate their pedagogical work, such as the geoplane. The recent incorporation of computational thinking (CT) into curricula increases this challenge, as more research is still needed on how to incorporate it into mathematics classes. Given this scenario, this article aims to report an experience with the digital geoplane as a resource for geometry learning and practicing computational thinking. Configured as a qualitative case study, the work was conducted with 29 undergraduate mathematics students. The results revealed that using the digital geoplane allows the mobilization of students' geometric skills and the improvement of computational thinking. Furthermore, they pointed out the need for actions that enable undergraduate students to understand the connections that can be established between the CT and the different knowledge that is worked on in schools.