Students’ in-moment challenges and developing maker perspectives during problem-based digital making

Ng, Oi-Lam; Liu, Minnie; Cui, Zhihao

doi:10.1080/15391523.2021.1967817

Cited by 16 publications

(4 citation statements)

References 32 publications

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“…The students significantly improved their graduation projects. Furthermore, Ng et al (2021) conducted an exploratory study with eight primary school students who used Scratch to solve ill-structured mathematical problems. Their computational thinking and problem-solving competences reciprocally improved during the problem-based DM activities.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Weng

Cui

et al. 2022

Journal of Educational Computing Research

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Creativity, one of the cornerstones of students’ 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants’ creativity. Fifty-four middle school students (aged 10–14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students’ DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students’ creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the use of Scratch for mediating student creativity. The results showed that problem-based DM activities fostered students’ creative expressions in the dimensions of novelty, utility, aesthetics, and authenticity. While Scratch mediated the way the students presented their solutions, it had limitations that hindered the students’ digital artifact construction. The findings provide theoretical insights for framing creativity and offer practical implications for the implementation of problem-based DM in K–12 contexts.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Weng

Cui

et al. 2022

Journal of Educational Computing Research

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“…En particular, en educación primaria, el desarrollo de habilidades para la RP ha sido puesto a prueba recientemente desde distintas perspectivas y mediante la implementación de variadas metodologías (por ejemplo, Lubis et al, 2019;Ng et al, 2021;Liang y Toh, 2018). En este nivel educativo, cobran especial interés los problemas aritméticos, debido a su rol en los procesos de alfabetización matemática y, principalmente, en el desarrollo de habilidades para abordar situaciones diversas de la matemática en la escuela, el hogar, el trabajo y la vida cívica (Dunphy et al, 2014).…”

Section: Versión Preliminarunclassified

Taller de resolución de problemas no rutinarios para estudiantes de 8 a 9 años: un estudio de caso

Rodríguez Jara,

Vergara-Gómez,

Mondaca-Saavedra

et al. 2023

Uniciencia

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[Objetivo] Caracterizar las heurísticas utilizadas por estudiantes de entre 8 y 9 años, al enfrentar cuatro problemas no rutinarios que promueven el desarrollo del pensamiento aritmético desde dos perspectivas: la distribución de números bajo una condición gráfica y el uso de operaciones aritméticas en el sistema decimal posicional. [Metodología] El análisis incluyó la elaboración de categorías que permitieron caracterizar a priori las heurísticas que podrían surgir en la resolución de los distintos problemas. Estas categorías fueron utilizadas para implementar un enfoque metodológico mixto, con un alcance exploratorio y descriptivo. El análisis cualitativo se realiza través de un estudio de caso que permite identificar desempeños claves a partir de las producciones escritas de los estudiantes. El análisis cuantitativo se realiza a través de un análisis implicativo, que incluye un árbol de similaridad y la identificación de clases significativas. [Resultados] Se evidencia que el uso de heurísticas simples en la resolución de problemas aritméticos no rutinarios favorece la búsqueda de soluciones parciales y se confirma la presencia persistente de algunas características del razonamiento heurístico, como la atención, la reducción y el cambio de supuestos. Además, se identifican relaciones implicativas entre algunas heurísticas que comparten características comunes, según el tipo de problema. [Conclusiones] Los alcances de este estudio ponen de manifiesto que, incluso en respuestas erróneas o incompletas, es posible reconocer procesos lógicos de elaboración de respuestas parciales y acercamientos intuitivos, que resultan consistentes con la acción de simplificar o facilitar la búsqueda de una solución.

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“…Amongst these, a key challenge is to understand how CT and MT work together to influence students’ strategies and competence when engaging in mathematical problem-solving in computational contexts. Previous studies have identified discrepancies between CT and MT, which make mathematical problem-solving in computational contexts challenging for students (Cui & Ng, 2021; Ng et al, 2021). Also, the integration of CT into mathematics education requires reconceptualization and reorientation of task and pedagogical design (and their sequence), and addressing these aspects of teaching and learning presupposes that we can clearly understand the roles and connections between CT and MT.…”

Section: Introductionmentioning

confidence: 99%

“…In this study, we are interested in delving into the interplay between CT and MT in programming-based mathematical problem-solving from the perspective of flexibility. Having conducted various empirical studies (Cui & Ng, 2021; Ng et al, 2021; Ng & Cui, 2021; Weng, Cui, et al, 2022; Weng, Ng, et al, 2022) and a systematic review (Ye et al, 2023) which examined student learning in CT-based mathematics instruction, our aim for this paper is to contribute toward conceptualizing the kinds of flexibility involved in the problem-solving processes when participants engaged in solving the designed tasks from our previous studies. We adopt the method of thematic analysis to further interpret the connection involved between participants’ CT and MT in the programming solutions and characterise the kinds of flexibility exhibited in programming-based mathematical problem-solving.…”

Section: Introductionmentioning

confidence: 99%

Conceptualizing Flexibility in Programming-Based Mathematical Problem-Solving

Ye,

Ng,

Cui

2023

Journal of Educational Computing Research

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Computational thinking (CT) has received much attention in mathematics education in recent years, and researchers have begun to experiment with the integration of CT into mathematics education to promote students’ CT and mathematical thinking (MT) development. However, there is a lack of empirical evidence and new theoretical perspectives on the mechanisms of interaction between CT and MT. To address this research gap, this study analyses the participants’ thinking processes in solving programming-based mathematical problems from a flexibility perspective, focusing on the interplay between computational and mathematical thinking, that is, how CT and MT work together to influence and determine the problem-solver’s choice of solution strategy. Using data collected from a large design-based study, we summarise two types of flexibility and six subtypes of flexibility demonstrated by participants in the programming-based mathematical problem-solving process using thematic analysis. These different types of flexibility provide researchers and mathematics educators with new theoretical perspectives to examine the interplay of CT and MT. Findings will also contribute toward student learning characteristics in programming-based mathematical problem-solving to sketch the big picture of how CT and MT emerge in complementary or mismatching ways.

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Students’ in-moment challenges and developing maker perspectives during problem-based digital making

Cited by 16 publications

References 32 publications

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Creativity Development With Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Taller de resolución de problemas no rutinarios para estudiantes de 8 a 9 años: un estudio de caso

Conceptualizing Flexibility in Programming-Based Mathematical Problem-Solving

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