Computational Thinking, Grade 1 Students and the Binomial Theorem

Gadanidis, George; Hughes, Janette; Minniti, Leslee; White, Bethany J. G.

doi:10.1007/s40751-016-0019-3

Cited by 61 publications

(43 citation statements)

References 22 publications

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“…Programming and mathematics learning in primary school have a long tradition [4]. Gadanidis, Hughes, Minniti, & White [5] describe a concept for introducing computational thinking in primary mathematics classrooms where grade 1 pupils experience several aspects of computational thinking.…”

Section: Computational Thinking/fitnessmentioning

confidence: 99%

“…Therefore, learning scenarios based on educational theories like Seymour Papert´s microworlds [4] qualify for the project. Another suitable concept are different levels of worked examples with either intentional mistakes or cloze which learners have to identify and fill out [5]. Learning with worked examples has been successful for learning mathematical concepts [6] and could similarly work while learning programming.…”

Section: Half-baked Microworldsmentioning

confidence: 99%

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Computational Thinking in Primary Schools: Theory and Causal Models

Bescherer

Fest

2017

IFIP Advances in Information and Communication Technology

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During a one-year-subproject, student teachers develop and pilot learning scenarios and materials in mathematics classrooms for third and fourth graders fostering 'Computational Thinking'. To evaluate these interventions regarding the impact on the student teachers as well as the schoolchildren 'impact models' are used. These models based on program impact theory will be continuously refined to converge to a 'proof of the success' of the project.

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Section: Computational Thinking/fitnessmentioning

confidence: 99%

Section: Half-baked Microworldsmentioning

confidence: 99%

Computational Thinking in Primary Schools: Theory and Causal Models

Bescherer

Fest

2017

IFIP Advances in Information and Communication Technology

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“…Therefore, the sophisticated computational thinking curricula around the world seem to have been considered that computational thinking is the aim of the curriculum itself, rather than integrating it to support and enhance learning of existing subject areas, for instance, the case of logos and mathematics. However, as noted by Gadanidis et al (2016), that there was a natural relationship between computational thinking and mathematics -not only in logical structures or in the ability to model mathematical relationships offered from computational thinking (Wing, 2006), but also in the integration of computational thinking providing novelty, creative approaches to mathematical problem solving, and increasing the reach of mathematics that students can use in all levels. It is then the competency needed to cope with the 21st century that is closely related to critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Development of Instruments to Measure Cognitive Skills of 21th Century Competence - Thinking Skills of Computation in Mathematics Learning

Ihsan

Arwadi

Arsiah³

2019

ICEAP Proceeding 2019

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The purpose of this research was to produce the assessment model in the form of instruments to measure computational thinking skills in the domain of cognitive skills for mathematics subject matter. The designbased research was then set as the research method aimed at, one of them, at deriving important theories related to computational thinking skills as well as developing the skills of students in mathematics. The focus of the design was Junior High School mathematics problems. The research was undertaken in several consecutively steps. Firstly, the theoretical framework of the computational thinking skills in junior high school level was constructed. Secondly, the instrument was developed by analyzing graduate standard competency, the core competency, and the basic competency. In addition, blueprint test was established to generate the exercise-based computer. Moreover, a pilot study in the form of a test was applied in the third step to produce an updated instrument-based computer by revising some necessary things of the previous instrument. The next step was finalizing the new instrument by conducting a test in some randomly selected schools, collecting data of the answers of the students, scoring the data, and analyzing them by taking into account of the psychometric of the instrument. Lastly, the assessment model of the computational thinking skills in junior high school level was discussed resulting in a standardized assessment-based computer.

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“…When tasked with repeatedly turning a block to develop the idea of 360 o , students (aged 9-11) used strategies of guessing, counting and estimation, and precise calculations. Gadanidis et al (2017) also observed Grade 1 students using Scratch in order to investigate patterns and the beginnings of the binomial theorem.…”

mentioning

confidence: 99%

Coding Robots as a Source of Instantiations for Arithmetic

Francis

Davis

2018

Digit Exp Math Educ

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With louder and more widespread calls to include computer programming as a core element of school curriculum, global efforts to define innovative and distinct coding curricula are underway. We take a different tack in this paper, one oriented by an investigation of the common ground between learning to program and learning mathematics. We observed 9-and 10-year-olds as they learned to build and program Lego Mindstorms EV3 robots over 4 days, attending in particular to the ways that programming robots to move might support the development and integration of powerful instantiations of number, arithmetic and multiplication. Our findings suggest that children's understanding of number, and their transitions from additive to multiplicative thinking, can be powerfully supported by engaging in practical tasks rather than practice exercises. Keywords Robotics. Coding. Elementary mathematics. Instantiations of arithmetic. Metaphor. Video analysis Worldwide, coding is gaining momentum in K-12 education. Estonia and England, for example, have implemented national curricula, making computer programming mandatory for all school-age students across all grades. Other nations 1 are also moving in this direction. In North America, while national-level discussions and calls have yet to gather the same momentum, an increasing number of initiatives are emerging at the local level. For example, the Chicago School District recently launched Computer Science for All, making computer science a core subject in all public high schools. This

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Computational Thinking, Grade 1 Students and the Binomial Theorem

Cited by 61 publications

References 22 publications

Computational Thinking in Primary Schools: Theory and Causal Models

Computational Thinking in Primary Schools: Theory and Causal Models

Development of Instruments to Measure Cognitive Skills of 21th Century Competence - Thinking Skills of Computation in Mathematics Learning

Coding Robots as a Source of Instantiations for Arithmetic

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