Preprint / Version 1

Scratch and Computational Thinking in the Learning of Mathematics Content in Brazilian Basic Education: a State of Knowledge from Dissertations and Theses

##article.authors##

  • Igor Soares Santos Montes Claros State University image/svg+xml https://orcid.org/0009-0007-0444-4986
    • Data Curation
    • Conceptualization
    • Formal Analysis
    • Investigation
    • Methodology
    • Resources
    • Validation
    • Visualization
    • Writing – Original Draft Preparation
    • Writing – Review & Editing
  • Josué Antunes de Macêdo Instituto Federal de Educação Ciência e Tecnologia do Norte de Minas Gerais image/svg+xml https://orcid.org/0000-0001-7737-7509
    • Conceptualization
    • Data Curation
    • Formal Analysis
    • Investigation
    • Methodology
    • Project Administration
    • Resources
    • Supervision
    • Validation
    • Writing – Original Draft Preparation
    • Writing – Review & Editing

DOI:

https://doi.org/10.1590/SciELOPreprints.16297

Keywords:

Basic Education, Computational Thinking, Mathematics, Scratch, State of Knowledge

Abstract

Objective: The present study aims to map and analyze the scientific production of dissertations and theses on the simultaneous use of Scratch and Computational Thinking in the teaching of mathematical contents aiming to develop students' learning. Analysis: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 protocol, a search was conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) for dissertations and theses published up to the year 2025 that fitted the following keywords: Scratch AND Computational Thinking AND Mathematics. 54 studies published in the period from 2016 to 2025 were located. After screening, eight studies were selected for final analysis. Results: A growth trend of approaches related to this theme was verified. The analyzed studies obtained positive results related to the development of students' computational thinking, in addition to the satisfactory apprehension of the mathematical contents addressed. Conclusion: The results reinforce that the versatility of approaches related to Mathematics integrated into computational thinking and the Scratch software contributed considerably to the students' apprehension of the mathematical objects addressed.

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Author Biographies

Igor Soares Santos, Montes Claros State University

Graduado em Licenciatura Plena em Matemática na Universidade Estadual de Montes Claros (UNIMONTES). Atualmente, Bolsista de Mestrado CNPq no Programa de Pós-Graduação em Educação na Universidade Estadual de Montes Claros (PPGE/UNIMONTES), na linha de pesquisa de Educação Matemática.

Josué Antunes de Macêdo, Instituto Federal de Educação Ciência e Tecnologia do Norte de Minas Gerais

Doutor em Ensino de Ciências e Matemática pela Universidade Cruzeiro do Sul (Unicsul). Professor titular e pesquisador do Instituto Federal de Educação, Ciência e Tecnologia do Norte de Minas Gerais (IFNMG) e Professor  Permanente do Programa de Pós-Graduação em Educação da Universidade Estadual de Montes Claros (Unimontes), Brasil.

Posted

05/29/2026

How to Cite

Scratch and Computational Thinking in the Learning of Mathematics Content in Brazilian Basic Education: a State of Knowledge from Dissertations and Theses. (2026). In SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.16297

Section

Human Sciences

Copyright (c) 2026 Igor Soares Santos, Josué Antunes de Macêdo

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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Data statement

  • The research data is contained in the manuscript