Computational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspective

Lee, Irene; Malyn-Smith, Joyce

doi:10.1007/s10956-019-09802-x

Cited by 61 publications

(60 citation statements)

References 3 publications

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“…The more positive the students' learning attitude was, the stronger their CT skills. These findings support previous studies that there was a significant positive correlation between STEM education and CT skills (Lee et al, 2020; Lee & Malynsmith, 2020). The integration of CT and STEM has become inevitable; however, the current sample of students had a low to mid‐level of CT skills, although their learning attitude towards STEM was relatively higher.…”

Section: Discussionsupporting

confidence: 92%

STEM learning attitude predicts computational thinking skills among primary school students

Sun

Yang

et al. 2020

Computer Assisted Learning

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Computational thinking (CT) plays a vital role in the fields of science, technology, engineering and mathematics (STEM). However, whether students' learning attitude towards STEM is related to their CT skills remains unknown. Two studies were conducted to address this knowledge gap. In Study 1, we validated a newly developed STEM learning attitude scale among a sample of Chinese primary school students (N = 489). Exploratory and confirmatory factor analysis results revealed that the scale which consisted of three factors (mathematics, science and information technology) could sufficiently measure primary school students' STEM learning attitude in the current sample. In Study 2, we explored the association between students' STEM learning attitude and their CT skills. Evidence revealed that learning attitude towards STEM significantly predicted CT skills. We also found that girls had a more positive learning attitude towards STEM than boys, and the fourth grade might be the key period for the development of CT skills. Implications for promoting primary school students' STEM learning and CT skills were also discussed.

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Section: Discussionsupporting

confidence: 92%

STEM learning attitude predicts computational thinking skills among primary school students

Sun

Yang

et al. 2020

Computer Assisted Learning

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“…We propose using Wing's simple definition of CT for integration in mathematics to preserve balance and coherence regarding the meaning of CT. While such definition may appear too constrained when compared to the STEM framework developed by Weintrop et al [19], the CT Integration practices by Lee and Malyn-Smith [9], or the ScratchMaths 5E framework [2], we believe that it addresses a core concern of mathematics instruction: problem-solving.…”

Section: Discussionmentioning

confidence: 94%

“…Weintrop et al [19] and Lee and Malyn-Smith [9] analyzed the complex work of STEM professionals as the basis of their respective STEM+CT frameworks that promoted CT practices such as computational modelling and data analysis. Their work contributed to both forms of epistemic resources.…”

Section: Related Workmentioning

confidence: 99%

Frame shifting as a challenge to integrating computational thinking in secondary mathematics education

Huang¹

2020

Preprint

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Similar to other countries, Singapore had begun to explore how to integrate computational thinking (CT) into its school curriculum through the introduction of coding lessons, computing subjects, as well as integrating CT into existing subjects. Many definitions of CT were either based on computer programming, or broadly formulated as thinking processes for problem solving. In order to authentically integrate CT into the mathematics subject, we wondered if there were meanings of CT specific to the discipline. We interviewed six teachers who taught both mathematics and computing (grades 7-12) to uncover what they believed CT meant in the two subjects. Using deductive and open coding of the transcripts, we surfaced a key finding, which was that teachers' ideas about CT in computing were strongly influenced by computer programming while their ideas about CT in mathematics corresponded with familiar ways of teaching and learning mathematics. This sense of the "familiar" appeared to be based on associating broad definitions of CT with existing mathematical thinking (MT), which made CT and MT practically identical in the teachers' minds. Teachers who found CT familiar in mathematics were more likely to favor "unplugged" approaches. These findings inform education stakeholders who support a constructionist approach—in which children program "objects" that they reflect on and share with others—on how to work with teachers. We make the following two recommendations: (1) make the familiar less familiar by drawing teachers' attention to differences between disciplines that influence meanings of CT, and (2) make the unfamiliar more familiar by engaging teachers in programming activities that connect with core ideas in mathematics.

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“…Drawing on the research literature (Kotsopoulos, et al, 2019;Lee, & Malyn-Smith, 2019;Romero, Lepage, & Lille, 2017;Santos et al, 2020;Weintrop, et al 2016), the paper proposes a three-step approach to connect mathematical problem-solving to CT by means of programming languages. Firstly, students should have a good mathematical background to benefit from CT and programming languages.…”

Section: Mathematical Problem-solving Through Ct and Programmingmentioning

confidence: 99%

Students Engaging in Mathematical Problem-Solving Through Computational Thinking and Programming Activities: A Synthesis of Two Opposite Experiences

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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This paper aims at exploring students' experiences when engaging in mathematical problem-solving through computational thinking and programming by a combination of theoretically derived insights and task-based activities. The main method used is a semi-structured interview with two undergraduate students who were presented with a mathematical task to solve while responding to questions about the mathematical solving process. The results reveal two students' opposite experiences. While one struggled to get acquainted with the task and the associated programming activity, the other was able to handle and solve the task using computational thinking (CT) and programming skills very easily. Conclusions are drawn from the students' experiences to promote mathematical problem-solving through computational thinking and programming in mathematics education at the undergraduate level.

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Computational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspective

Cited by 61 publications

References 3 publications

STEM learning attitude predicts computational thinking skills among primary school students

STEM learning attitude predicts computational thinking skills among primary school students

Frame shifting as a challenge to integrating computational thinking in secondary mathematics education

Students Engaging in Mathematical Problem-Solving Through Computational Thinking and Programming Activities: A Synthesis of Two Opposite Experiences

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