Differences in Students’ Computational Thinking Activities when Designing an Algorithm for Drawing Plane Figures Differences in students’ Computational Thinking Activities when Designing an Algorithm for Drawing Plane Figures

Computational thinking (CT) is becoming increasingly important as a learning content. Subject-integrated approaches aim to develop CT within other subjects like mathematics. The question is how exactly CT can be integrated and learned in mathematics classrooms. In a case study involving 12 sixth-gra...

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Vydáno v:	International journal of science and mathematics education Ročník 23; číslo 2; s. 365 - 386
Hlavní autor:	Büscher, Carina
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Singapore Springer Nature Singapore 01.02.2025 Springer Nature B.V
Témata:	Addition Algorithms Basic Skills Case Studies Classrooms College Students Competence Computer science Curricula Decomposition Designers Digital literacy Education Elementary Secondary Education Geometry Instructional Materials Integrated Curriculum Learning Processes Literature Reviews Mathematical Concepts Mathematics Curriculum Mathematics Education Mathematics Instruction Mathematics Skills Plane Geometry Problem solving Programming R&D Research & development Science Education Skills Teaching Thinking Skills Visual programming languages World Problems Germany Computational thinking Programming Exterior angle Algorithms Plane geometry
ISSN:	1571-0068, 1573-1774
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Shrnutí:	Computational thinking (CT) is becoming increasingly important as a learning content. Subject-integrated approaches aim to develop CT within other subjects like mathematics. The question is how exactly CT can be integrated and learned in mathematics classrooms. In a case study involving 12 sixth-grade learners, CT activities were explored that learners engage in when drawing geometric figures with a visual programming language. The empirical findings indicate differences not only across various CT activities but also within a single CT activity. Subcategories were developed to describe these differences. Implications for further research and classroom practice are discussed.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1571-0068 1573-1774
DOI:	10.1007/s10763-024-10465-3