Computational Thinking in Mathematical Modeling Practices from the Perspective of Meaningful Learning Theory

This article presents results that answer the research question: What aspects of Computational Thinking development emerge from the practice of modeling in Mathematics Education from the perspective of Meaningful Learning Theory? Grounded Theory was used to generate and analyze data obtained from 4th and 5th grade elementary school lessons at a municipal educational institution in Cascavel-PR. The resulting theory led to five concepts that explain the relationships between Meaningful Learning and Computational Thinking development skills in practices involving Mathematical Modeling, which were developed in interaction with the principles of Meaningful Learning Theory. This highlighted the centrality of Abstraction and the need for pedagogical practices that mobilize it when it comes to developing these processes, with Mathematical Modeling being a viable avenue for this purpose.