Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives Through Embodiment in Mathematics Education

The Mission of Early Childhood Education in the Anthropocene

“…In recent decades, one of the most discussed topics in educational policy, including ECE policy, has been the role and operationalisation of digital tools in education [15,[44][45][46]. Digital tools are widely used or suggested as being important in ECE for a host of issues, such as inclusion and social development, as well as play, reading, inquiry, storytelling, collaboration, speech learning and activities within natural sciences and mathematics [47][48][49][50][51][52][53][54]. Small handheld mobile devices with touchscreens, such as tablets, seem particularly attractive for use by young children [50,55].…”

Computational Thinking dalam Pembelajaran Matematika Menghadapi Era Society 5.0

“…Grover and Pea mendeskripsikan computational thinking sebagai kompetensi yang mendukung kegiatan analisis. Computational thinking meliputi kemampuan berpikir spesifik, kemampuan pemecahan masalah termasuk abstraksi, dekomposisi, evaluasi, pola, recognition, logika, dan desain algoritma (Grover & Pea, 2018 Mengembangkan computational thinking sebagai jawaban dari tantangan zaman, tentu memberi dampak khususnya bagi guru matematika mengingat computational thinking erat kaitannya dengan matematika (Gadanidis, 2017;Liu & Wang, 2010;Sung, Ahn, & Black, 2017;Sysło & Kwiatkowska, 2014;Weintrop, Beheshti, Horn, Orton, Jona, Trouille, Wilensky, 2016). Untuk anak usia dini (4 -7 tahun), membangun computational thinking dapat dilakukan dengan menggunakan balok kayu.…”

Unplugged Programming: The future of teaching computational thinking?

“…Fadjo (2012) explores the way in which students' engagement with coding software, specifi cally Scratch, is more productive if students also embody -act out -the relevant code. Students are then more likely to produce meaningful products and to develop their CT. Sung et al (2017) investigate the way in which the development of students' mathematical skills (addition, subtraction, number line, magnitude comparisons) and computational skills (programming accuracy and profi ciency, as refl ected in abstraction, sequential thinking and pattern recognition) are infl uenced by the degree of embodiment required by the UP activities. Th ey discovered that a higher level of embodiment, in the form of students enacting full body movements with a large number line on the fl oor, led to better performance on mathematics tests and programming with Scratch Jnr, than activities requiring a lower level of embodiment, in the form of hand movements with a number line on a piece of paper.…”

“…We argue, as researchers committed to supporting the development of CT among teachers and students, that we need to start to explore in detail the embodied and distributed nature of UP as this seems key to valuing it as a part of a multimodal approach to CT. For example, while Sung et al (2017) question the value of students working with pencil and paper as an embodied process of meanin-making, we suggest that further exploring the value of UP practices that involve writing and drawing, such as pen and paper programming (Kim, Kim, & Kim, 2013), is an important way forward in better understanding the value of UP for CT. Th e value of drawing and writing as physical processes that contribute in a meaningful way to knowledge production is well established in the literature (e.g. Britton, 1980;Latour, 1986;Magnani, 2013).…”