Teacher Tasks for Mathematical Insight and Reorganization of What it Means to Learn Mathematics

Gadanidis, George; Namukasa, Immaculate Kizito

doi:10.1007/978-0-387-09669-8_9

Cited by 8 publications

(12 citation statements)

References 6 publications

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“…CT can be screen based and can be used to digitally control objects and to produce or formulate solutions for problems. Various countries found it increasingly difficult to develop these skills resulting in STEM graduates who are not equipped and skilled (Gadanidis et al, 2017).There is a difference between conceptual knowledge and procedural knowledge. As a key knowledge domain, Mathematics uses procedural knowledge which is classified as part of CT (Lockwood et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Instructional activities in classrooms must therefore be orientated towards equipping learners with special skills needed for CT in their learning areas (Kotsopoulos et al, 2017). Although CT activities are important for the development of 21st century skills and competencies, there is a scholarly gap on the CT skills of teachers and learners in mathematics (Gadanidis, 2017). This study set out to fill that gap by exploring mathematics learning through CT activities and how this impacted on learners' understandings of analytics and algorithms.…”

Section: Introductionmentioning

confidence: 99%

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Integration of computational thinking activities in Grade 10 mathematics learning

Ramaila

Shilenge

2023

IJRBS

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This study explored integrating computational thinking (CT) activities in mathematics learning in Grade 10 classrooms in South African township, suburban and independent schools. The inquiry adopted a mixed method approach as part of an exploratory, descriptive survey design and involved purposively selected Grade 10 learners as participants. Quantitative data were collected through the administration of questionnaires among the participants. Qualitative data was collected through semi-structured interviews and activities involving integrating computational thinking activities in mathematics learning. The empirical investigation underpins the Cultural Historical Activity Theory (CHAT) as the theoretical framework. Key findings from the study revealed that the integration of computational thinking activities in mathematics learning promises to be an effective means to enhance learners’ understanding of mathematics content. In addition, the participants demonstrated a positive disposition towards computational thinking. The participants perceived computational thinking as a vital tool that can be harnessed to develop problem-solving skills in mathematics classrooms. The study findings provide critical theoretical implications for pedagogic innovation.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integration of computational thinking activities in Grade 10 mathematics learning

Ramaila

Shilenge

2023

IJRBS

View full text Add to dashboard Cite

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“…Still, limited conditions after COVID-19 make teachers very careful in learning, so this research is very important to know activities when students solve problems with practical learning using computers. The concepts and practices used in CT involved computer science and other disciplines such as science, mathematics, social science, biology, art, language, and technique [18].…”

Section: Introductionmentioning

confidence: 99%

Student activities in solving mathematics problems with a computational thinking using Scratch

Aminah

Sukestiyarno²,

Cahyono³

et al. 2023

IJERE

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The progress of the times requires students to be able to think quickly. Student activities in learning are always associated with technology and students’ thinking activities and are expected to think computationally. Therefore, this study aimed to determine how learning with the concept of computational thinking (CT) using the Scratch program can improve students’ mathematical problem-solving abilities. An exploratory research design was conducted by involving 132 grade VIII students in Kuningan, Indonesia. Data analysis began with organization, data description, and statistical testing. The results showed that students performed the concepts of abstraction thinking, algorithmic thinking, decomposition, and evaluation in solving mathematical problems. There were differences in students’ problem-solving abilities before and after the intervention. Students’ activeness in solving problems using the CT concept through a calculator significantly affected 52.3% of the ability to solve mathematical problems.

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“…The learning applied by the teacher narrows the student's space to develop computational thinking skills (Gadanidis et al, 2017). Teachers are used to giving conventional ones, tend not to innovate in the approach used, and students are more concerned with skills in using formulas.…”

Section: Introductionmentioning

confidence: 99%

Studentâ€™s Computational Thinking Process in Solving PISA Questions in Terms of Problem Solving Abilities

Supiarmo¹,

Hadi²,

Tarmuzi³

2022

J. of Innovative Math. Learn.

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Computational thinking is the process of solving problems using logic gradually and systematically needed in the field of mathematics. However, the learning applied by the teacher limits the student's ability to develop computational thinking skills. Teachers are accustomed to providing conventional learning and emphasize student's skills in using formulas. One of the treatments that can be used to stimulate student's computational thinking skills is PISA questions. The purpose of this study was to analyze student's computational thinking processes in solving PISA questions in terms of their problem solving abilities. The research data consisted of student answers, think aloud results, and semi-structured interviews. Data analysis techniques are data reduction, data presentation, and drawing conclusions or verification. The results showed that the computational thinking process of students with low problem solving abilities only reached the decomposition stage because students were able to simplify the problem even though it was incomplete, but they were not able to connect mathematical concepts or materials to build a solution. Meanwhile, students with moderate and high problem solving abilities are limited to the pattern recognition stage because they can simplify problems and develop strategies, but make mistakes in using patterns, and there are incomplete steps. So it can be concluded that the computational thinking process of students with low problem solving abilities only reaches the decomposition stage. The computational thinking process of students with moderate and high problem solving abilities is limited to pattern recognition indicators.

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Teacher Tasks for Mathematical Insight and Reorganization of What it Means to Learn Mathematics

Cited by 8 publications

References 6 publications

Integration of computational thinking activities in Grade 10 mathematics learning

Integration of computational thinking activities in Grade 10 mathematics learning

Student activities in solving mathematics problems with a computational thinking using Scratch

Studentâ€™s Computational Thinking Process in Solving PISA Questions in Terms of Problem Solving Abilities

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