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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Veröffentlicht in:International journal of science and mathematics education Jg. 23; H. 2; S. 365 - 386
1. Verfasser: Büscher, Carina
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Singapore Springer Nature Singapore 01.02.2025
Springer Nature B.V
Schlagworte:
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
Online-Zugang:Volltext
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Zusammenfassung: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.
Bibliographie: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