Computational Modelling in Elementary Mathematics Teacher Education

Gadanidis, George; Hughes, Janette; Namukasa, Immaculate Kizito; Scucuglia, Ricardo

doi:10.1163/9789004418967_008

Cited by 8 publications

(4 citation statements)

References 0 publications

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“…Resnick et al (2009) stated that Scratch blocks may facilitate the programming mechanics by eliminating syntax errors, providing feedback on the location of command blocks and giving immediate feedback to the appropriate codes. In addition, Gadanidis et al (2017) reported that they also affords new approaches to mathematics problem-solving. In this study, using Scratch components somehow could shorten the necessary codes required to achieve the tasks.…”

Section: Discussionmentioning

confidence: 99%

Exploring perceived cognitive load in learning programming via Scratch

Çakıroğlu

Suiçmez²,

Kurtoğlu³

et al. 2018

Research in Learning Technology

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The purpose of this study is to investigate the perceived cognitive load and its effects on the academic performance in Scratch-based programming. The four main concepts of programming (sequences, operators, conditions and loop) were delivered in the instructional package. Participants were 12 sixth-grade students enrolled at a public secondary school. The results from quantitative and qualitative instruments indicated that students' perceived cognitive loads were close to each other among four programming concepts. The attractive interface of Scratch was somewhat useful but some parts of the interface were problematic for achieving the programming tasks. This study concludes with suggestions for Scratch practitioners and researchers to pay attention to the sources of cognitive load effects.

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Section: Discussionmentioning

confidence: 99%

Exploring perceived cognitive load in learning programming via Scratch

Çakıroğlu

Suiçmez²,

Kurtoğlu³

et al. 2018

Research in Learning Technology

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“…We thus elaborated in this paper a framework to emphasize aspects of sensitive thinking in the exploration of investigative tasks based on coding in scenarios of pre-service mathematics teacher education. In previous research, we have argued for the significance of artistic elements such as colors, symmetries, and sounds for computational thinking and modeling (GADANIDIS et al, 2019). In this study, we explored these elements regarding the development of teaching experiments conducted with mathematics majors.…”

Section: Discussionmentioning

confidence: 99%

Sensitive-Computational Thinking of Pre-Service Mathematics Teachers on Nested Loops

Silva¹,

Gadanidis

Rondini

et al. 2020

Perspec. Ed. Matemática

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In this paper we emphasize the aesthetic-sensitive dimension of computational thinking in a scenario of pre-service mathematics teacher education. Through the development of teaching experiments we investigate aspects (skills/concepts/affordances) of computational thinking of mathematics majors emergent in the exploration of a task based on coding with the online application based on a coding application developed using Blockly. The findings highlight the processes of experimentation with technology in which the command named repeat was used in several manners in the attempt of creating nested loops to solve the task. The sensitive-computational thinking points to the perception and modification of aesthetic elements such as the form of objects, colors, symmetries, patterns, sounds, etc. and its relation to commands that compose the code and the overall structure of the code.

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“…A Canadian study (Gadanidis et al 2017) explored the experience of 143 preservice elementary teachers learning CT in a math education course. The blended nine-week, 18-hour course aimed to help teachers gain content and pedagogical knowledge related to mathematics teaching with CT.…”

Section: Teacher Beliefsmentioning

confidence: 99%

Assessment of Computational Thinking: A Study of Preservice Teachers’ Knowledge and Beliefs

Li¹,

McNary²,

Boyd³

2023

AJS

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Aiming to bridge the gap in the field of computational thinking and computing education, this study examines preservice teachers’ knowledge of and self-efficacy related to CT assessment. It also develops a reliable instrument to understand the construct of teacher assessment of CT. Specifically, the research questions focus on investigating the extent of preservice teachers’ knowledge and level of self-efficacy of CT assessment, and identifying the difference between demographic variables on teacher knowledge and self-efficacy related to CT assessment. Adopting a cross-sectional survey design, the participants were 182 preservice teachers. Both descriptive statistics and Exploratory Factor Analysis were used to analyze the data. The results show that the preservice teachers know little about how to use CT assessment to help students, and they believe they know even less about using specific assessment techniques to accomplish assessment. Keywords: computational thinking, assessment, teacher knowledge, teacher self-efficacy

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Computational Modelling in Elementary Mathematics Teacher Education

Cited by 8 publications

References 0 publications

Exploring perceived cognitive load in learning programming via Scratch

Exploring perceived cognitive load in learning programming via Scratch

Sensitive-Computational Thinking of Pre-Service Mathematics Teachers on Nested Loops

Assessment of Computational Thinking: A Study of Preservice Teachers’ Knowledge and Beliefs

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