Computational thinking and repetition patterns in early childhood education: Longitudinal analysis of representation and justification
Yeni Acosta,
Ángel Alsina,
Nataly Pincheira
Abstract:This paper provides a longitudinal analysis of the understanding of repetition patterns by 24 Spanish children ages 3, 4 and 5, through representation and the type of justification. A mixed quantitative and qualitative study is conducted to establish bridges between algebraic thinking and computational thinking by teaching repetition patterns in technological contexts. The data are obtained using: a) participant observations; b) audio-visual and photographic records; and c) written representations, in drawing … Show more
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