Mathematical or Computational Thinking? An Early Years Perspective

Kotsopoulos, Donna; Floyd, Lisa; Nelson, Vivian; Makosz, Samantha

doi:10.1007/978-3-030-12895-1_6

Cited by 6 publications

(4 citation statements)

References 16 publications

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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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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 endeavors to further establish the strong correlation between Mathematical Reasoning and Computational Thinking, a relationship that has been a topic of ongoing discussion [23]. Adopting this approach enables the creation of Mathematics content through an integrative and multidisciplinary learning experience, providing opportunities to develop competencies beyond the realms of Mathematics alone.…”

Section: Introductionmentioning

confidence: 99%

Computational Thinking with Scratch: A Tool to Work on Geometry in the Fifth Grade of Primary Education

Molina-Ayuso,

Adamuz-Povedano,

Bracho-López

et al. 2023

Sustainability

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To achieve the Fourth Sustainable Development Goal (SDG) of providing quality education and promoting lifelong learning opportunities for all 21st-century students, today it is essential to develop Computational Thinking skills. This article analyses the results obtained in an empirical experience in which Computational Thinking is used with Scratch educational software to address Geometry content in Primary Education. In many cases, this content is repetitive and has little practical application; therefore, using this resource as a learning tool allows us to propose a more dynamic, motivating, and effective approach for students. The experiment was carried out with a total of 66 students in the fifth year of Primary Education from 3 different schools using a non-equivalent control group design with substitute pre-test measures. In order to be able to carry out this work, the teachers involved first received initial training. Subsequently, the students carried out generic activities to familiarise themselves with the educational software and, finally, specific geometry activities. The results obtained show a more positive learning process among those students who worked with Scratch, highlighting the motivating and evidently practical aspect of this resource. These results serve to promote an approach to the teaching of Geometry in elementary education that goes beyond traditional boundaries, embracing student centricity and Computational Thinking as cornerstones. Additionally, the emphasis on Computational Thinking becomes a clarion call for educators to embrace innovative pedagogies that resonate with the evolving needs of 21st-century learners, and it should be considered an important element with a significant role in the Mathematics curriculum framework.

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“…But it is also worth highlighting the importance of providing a new scenario for developing these skills; this includes an important motivational factor, which is key for the effective transmission of cognitive skills [25]. This is based on the close link between mathematical reasoning and computational thinking, a relationship that always generates some discussion [26]. This approach makes it possible to develop mathematical content through an integrative and transversal learning experience, making room for the development of competencies beyond the merely mathematical and facilitating much more complete and practical training of our students [27].…”

mentioning

confidence: 99%

“…Specifically, in the Spanish education system, this aspect is of particular interest in view of the importance of computational thinking in the current educational legislation regulating minimum teaching in primary education [31]. In what can be described as essential skills for any student, which are the key competencies derived from the European reference framework [26], we find digital competence. This competence refers to students acquiring correct problem-solving literacy and computational and critical thinking.…”

mentioning

confidence: 99%

Introduction to Computational Thinking with Scratch for Teacher Training for Spanish Primary School Teachers in Mathematics

Molina-Ayuso¹,

Adamuz-Povedano

Bracho-López

et al. 2022

Education Sciences

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In recent years, the inclusion of computational thinking in education has become very important. This is a response to the needs of the evolution of our society and the skills demanded in students to obtain practical and integrated training. For this reason, the educational inclusion of these types of practices, strategies, and skills has been the subject of study in recent years. However, it is equally important to prepare and analyse the initial training of future teachers in this area. This research paper presents an empirical experience in which the degree of development of skills associated with computational thinking in preservice primary teachers is examined. For this purpose, programming practices with Scratch were carried out with a total of 149 students of primary education university degrees as part of their training in mathematics education. An experiment was designed for a control group and an experimental group with initial and final measurements using a validated diagnostic instrument consisting of 30 questions associated with computational concepts and their application: a computational thinking test. The result of the experience is positive, as a more significant improvement was observed in the experimental group, which was also accompanied by the impressions, provided by participants, that point in a positive, useful, and practical direction in terms of the development of this type of educational practice being relevant enough to introduce to the teaching and learning process of mathematics.

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Mathematical or Computational Thinking? An Early Years Perspective

Cited by 6 publications

References 16 publications

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

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

Computational Thinking with Scratch: A Tool to Work on Geometry in the Fifth Grade of Primary Education

Introduction to Computational Thinking with Scratch for Teacher Training for Spanish Primary School Teachers in Mathematics

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