Promover o pensamento computacional em futuros professores de matemática do ensino básico através da Aprendizagem Baseada em Design

Introduction: Computational thinking and coding are essential competencies for future mathematics educators, fostering problem-solving and logical reasoning. Integrating these skills into teacher training requires innovative approaches that actively engage preservice teachers. Design-Based Learning (DBL) is a promising methodology that enhances computational thinking through iterative problem-solving and creative design processes. Objective: Analysing the impact of a Design-Based Learning (DBL) curriculum on preservice elementary mathematics teachers' computational thinking and coding abilities. Methods: The study employed an intervention-based mixed-methods design with 40 preservice mathematics teachers enrolled in an undergraduate program. The experimental group followed a curriculum consisting of four modules and 24 sessions. Data collection tools included the Computational Thinking Scale, Self-Efficacy Perception Scale towards Teaching Computational Thinking, and semi-structured interviews. Quantitative data were analysed using Multivariate Analysis of Variance (MANOVA) and independent-sample t-tests, while qualitative data were examined through content analysis. Results: Findings indicate that the DBL approach significantly improved preservice teachers' computational thinking and coding skills. Participants also highlighted that this methodology made learning more engaging, interactive, and effective. Conclusion: The study shows that Design-Based Learning is a valuable instructional approach for developing computational thinking in mathematics education. Implementing DBL in teacher training programs can enhance future educators' ability to integrate computational thinking into their teaching practices.