A Systematic Literature Review on relationships between Computational Thinking and Mathematics

Barcelos, Thiago; Muñoz, Roberto; Villarroel, Rodolfo; Silveira, Ismar Frango

doi:10.14210/ijcthink.v2.n1.p23

Cited by 5 publications

(7 citation statements)

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“…The results of the work of Barcelos et al (2018) corroborate the analysis presented by Yadav, Stephenson and Hong (2017), as they point out that little has been done to examine the instructional, curricular and pedagogical implications related to teacher's initial and continuing education related to the inclusion of CT in basic education.…”

Section: / 14supporting

confidence: 65%

“…Furthermore, despite previous considerations, there is a lack of studies relating CT with Mathematics in teacher training experiences. Barcelos, Muñoz, Villarroel and Silveira (2018), in a systematic literature review of works that present didactical activities developing the CT and Mathematics competences, skills or content, including studies published between 2006 to 2015, only found five papers, in a universe of 59, related to teacher training. The authors also conclude that it is possible to identify advances in the availability and variety of didactic activities involving CT and Mathematics, however, there are still target audiences and mathematical skills that have been little explored by the community.…”

Section: Contribution To the Literaturementioning

confidence: 99%

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Computational Thinking in K-12: An analysis with Mathematics Teachers

Reichert

Barone

Kist

2020

EURASIA J MATH SCI T

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The article highlights and discusses aspects about the initial perceptions of Computational Thinking of a group of Mathematics teachers in K-12, estimates the contributions of a continuing education course on the subject and addresses possible changes in the participants' way of teaching. The case study was conducted through continuing education course and focused on the application of questionnaires with open and closed questions, as well as reports on the inclusion of activities, by the participants, in their teaching practice. The answers were analyzed from a qualitative perspective and the results obtained point to an initial lack of knowledge of the participants about the subject, especially in their relations with the field of mathematics. The offering of the course led to a significant learning on the subject, development of methodologies for the introduction of Computational Thinking in mathematics classes and reflections on how to teach and learn.

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Section: / 14supporting

confidence: 65%

Section: Contribution To the Literaturementioning

confidence: 99%

Computational Thinking in K-12: An analysis with Mathematics Teachers

Reichert

Barone

Kist

2020

EURASIA J MATH SCI T

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“…(2007) Trazendo-se a discussão para a contemporaneidade, a dicotomia utilitarismo e comportamentalismo versus construção de competências e construtivismo / construcionismo mostra-se ainda atual. Trabalhos recentes como os de Barcelos et al (2018) (2012), que trazem a discussão sobre a necessidade de formação de professores capazes de desenvolver, junto a seus estudantes, as competências tidas como necessárias para a sociedade contemporânea.…”

Section: As Tecnologias Da Informação E Comunicação No Contexto Da Edunclassified

Os desafios da educação escolar na contemporaneidade: Tecnologias da Informação e da Comunicação na educação escolar

Calejon

Silveira²

2019

REnCiMa

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Resumo. Em um contexto mundial cuja contemporaneidade é permeada por relações interpessoais cada vez mais mediadas por tecnologias digitais, e delas crescentemente dependentes, urge debruçar-se sobre os impactos da progressiva digitalização da sociedade no contexto da educação escolar. Mais especificamente, pretende-se discutir a visão dominante, plenamente utilitária da tecnologia no contexto educacional, versus uma abordagem realmente transformadora, que advogue a efetiva apropriação dos aparatos e métodos tecnológicos como um elemento essencial ao desenvolvimento humano no século XXI. Nesse sentido, apresentam-se as contribuições de um Programa de Pós-Graduação na formação de professores e pesquisadores que sejam potencialmente capazes de elaborar, empregar e versar sobre práticas que envolvam a apropriação do saber tecnológico como uma das competências para o cidadão contemporâneo. . Palavras-chave: Educação Escolar, Abstract. Considering a global context, whose contemporaneity is permeated by interpersonal relationships increasingly mediated by and progressively dependent on digital technologies, it is urgent to focus on the impacts of the ingrowing digitalization of society in the context of school education. More specifically, it is intended to discuss the dominant, fully utilitarian view of technology in the educational context versus a truly transformative approach that advocates the effective appropriation of technological devices and methods as an essential element of human development in the twenty-first century. In this sense, the contributions of a Postgraduate Program in the training of teachers/researchers that are potentially capable of elaborating, using and talking about practices that involve the appropriation of technological knowledge as one of the competences for the contemporary citizen are presented.

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“…On the other hand, there is a lack of studies relating CT to Mathematics in experiences that address teacher training. Barcelos, Muñoz, Villarroel and Silveira (2018), in a systematic review of the literature on works that present didactic activities developing CT and Mathematics competences, abilities or contents, including studies published between 2006 and 2015, only found five works, in a universe of 59, related to teacher training. The authors also conclude that it is possible to identify advances in the availability and variety of didactic activities involving CT and Mathematics, however, there are still target audiences and mathematical skills that have been little explored by the community.The results of the work by Barcelos, Muñoz, Villarroel and Silveira (2018) corroborate the analysis presented by Yadav, Stephenson and Hong (2017), as they highlight that little has been done to examine the instructional, curricular and pedagogical implications related to initial and continuing education of teachers, regarding the inclusion of CT in Basic Education.…”

mentioning

confidence: 99%

mentioning

confidence: 99%

Computational thinking in the curricular component of mathematics in basic education: Possibilities and challenges

Reichert,

Kist

2023

Int.J.Trends.Math.Edu.Research

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This article highlights and discusses aspects of the perceptions of a group of Mathematics teachers in Basic Education about Computational Thinking (CT) and its possibilities of working simultaneously with the curricular component of Mathematics in Basic Education. The case study was carried out through a continuing education course and focused on the application of questionnaires with open questions, as well as on reports on the inclusion of activities, by the participants, in their teaching practice during the course. The responses were analyzed from a qualitative perspective and the results highlight the predominance of lack of knowledge on the subject, especially with regard to the use of methodologies that develop computational thinking associated with specific objects of Mathematics knowledge.

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A Systematic Literature Review on relationships between Computational Thinking and Mathematics

Cited by 5 publications

References 0 publications

Computational Thinking in K-12: An analysis with Mathematics Teachers

Computational Thinking in K-12: An analysis with Mathematics Teachers

Os desafios da educação escolar na contemporaneidade: Tecnologias da Informação e da Comunicação na educação escolar

Computational thinking in the curricular component of mathematics in basic education: Possibilities and challenges

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