Group Theory, Computational Thinking, and Young Mathematicians

Gadanidis, George; Clements, Erin; Yiu, Cky

doi:10.1080/10986065.2018.1403542

Cited by 29 publications

(27 citation statements)

References 15 publications

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“…A negativism towards virtual activities was revealed during the Covid-19 pandemic. This type of negativism is also known as technophobic according to Gadanidis, Clements and Yiu, (2018).…”

Section: Discussionmentioning

confidence: 99%

The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

Velazco¹,

Francisca²,

Víctor³

et al. 2021

S. F. J. of Dev.

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The aim of the study was to design a theoretical approach to the existing techno-ontological logical emotions of university mathematics teachers working in universities in Ecuador. The research was qualitative. For the selection of the sample, a random selection was carried out under the criterion of intentionality. Twenty (20) students and eight (8) mathematics teachers from different universities participated. For data collection, we used a participatory digital observation guide and an open-ended interview. Three categories emerged from the results: the andragogic retrotopia of being a mathematician, the emotional scar in teacher training and the educational perception of the university student. We conclude with a theoretical approach in which the deficit of professional digital training in mathematical sciences allows the emotional logic of the Ecuadorian teacher to drive him/her to portray an academic being that generates hatred and rejection in the university educational community.

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“…A negativism towards virtual activities was revealed during the Covid-19 pandemic. This type of negativism is also known as technophobic according to Gadanidis, Clements and Yiu, (2018).…”

Section: Discussionmentioning

confidence: 99%

The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

Velazco¹,

Francisca²,

Víctor³

et al. 2021

S. F. J. of Dev.

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“…I samtlige 33 artikler naevnes problemløsning i forbindelse med computational thinking. Størstedelen af de gennemgåede artikler beskriver computational thinking som evnen til at formulere og løse problemer ved hjaelp af forskellige datalogiske tilgange og metoder (for eksempel gennem abstraktion og algoritmisk taenkning), men uden at definere problemløsning i yderligere detaljer (Basu, Biswas & Kinnebrew, 2017;Brady, Orton, Weintrop, Anton, Rodriguez & Wilensky, 2017;Csernoch, Biró, Máth & Abari, 2015;Denner, Werner, Campe & Ortiz, 2014;Denning, 2017;Durak & Saritepeci, 2017;Gadanidis, 2017;Gadanidis, Clements & Yiu, 2018;Jun, Han & Kim, 2017;Lee & Soep, 2016;Leonard, Buss, Gamboa, Mitchell, Fashola, Hubert & Almughyirah, 2016;Martin, 2017;Matsumoto & Cao, 2017;Pugnali, Sullivan & Bers, 2017;Psycharis & Kallia, 2017;Sáez-López & Sevillano-García, 2017;Shein, 2014;Wang, Wang & Liu, 2014). De resterende artikler går noget taettere på, hvad problemløsning er i relation til computational thinking.…”

Section: Problemløsningunclassified

“…Disse relationer udgør grundlaget for selve modellen (Sanford & Naidu, 2017). Gadanidis (2017) og Gadanidis et al, (2018) argumenterer for, at arbejdet med modellering har et potentiale i forhold til at forstå komplekse sammenhaenge, idet elever umiddelbart kan se konsekvenserne ved at aendre på en models kode. For at undgå misforståelser og frustrationer er det dog vigtigt, at eleverne ved, at modellen altid vil vaere en forsimpling af virkeligheden (Sullivan & Heffernan, 2016).…”

Section: Modelleringunclassified

“…Når eleverne modellerer, så repraesenterer de data og gengiver mønstre. Denne proces kan bruges epistemisk til at undersøge og skabe forståelse for for eksempel (natur-)faenomener i verden (Matsumoto & Cao, 2017;Sullivan & Heffernan, 2016;Gadanidis, 2017;Gadanidis et al, 2018) eller videnskabelige simulationer (Román-González et al, 2016). Sullivan og Heffernan (2016) viser eksempelvis, at eleverne, der skulle skabe en fungerende model af et biologisk system, først måtte forstå og undersøge systemets mekanismer.…”

Section: Modelleringunclassified

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Computational thinking karakteriseret som et sæt af kompetencer

Ejsing-Duun

Misfeldt

Andersen³

2021

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Når Teknologiforståelse rammer klasseværelset, står lærere og elever overfor et nyt fag, de endnu ikke er bekendte med. Faget er deﬁneret igennem læreplan og fælles mål blandt andet gennem kompetenceområdet computationel tankeg 1ang . I denne artikel sætter vi fokus på, hvilke kompetencer der knytter sig til computational thinking ved at undersøge, hvordan de er beskrevet og deﬁneret i tidligere forskning. Formålet er igennem denne begrebskortlægning at skabe et mere nuanceret sprog for indholdet af kompetenceområdet. Artiklen bygger på en litteraturgennemgang af international forskningslitteratur, der omtaler ”computational thinking” og kompetencer fra 2013, hvor en større litteraturgennemgang blev fortaget, og frem til 2018, hvor forsøget om Teknologiforståelse blev udrullet i Danmark, samtidigt med at en lang række andre lande påbegyndte egentlig implementering af programmering og computational thinking i grundskolen.

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“…Several professional development efforts have been conducted to help teachers implementing CT [e.g. 10,11] and these studies suggest that there is a need to upskill teachers and give specific guidance. However, research on how in-service teachers understand and adapt CT in their teaching practice is limited.…”

Section: Introductionmentioning

confidence: 99%

Primary Mathematics Teachers’ Understanding of Computational Thinking

2022

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Computational thinking (CT) is often regarded as providing a ‘soft start’ for later involvement with artificial intelligence and, hence, as a crucial twenty-first century skill. The introduction of CT in primary mathematics curricula puts many demands on teachers, and their understanding of CT in mathematics is key to its successful introduction. Inspired by an information ecology perspective, we investigate how four primary school teachers understand CT in mathematics and how they go ahead to include CT in their mathematics teaching practice. Through observations and interviews, we find promising starting points for including CT, related to pattern recognition, problem solving and the use of programming activities. Our findings indicate that teachers’ lack of knowledge affects CT adoption in two ways: during its inclusion in the existing mathematics curriculum and as a new element focussed on programming and coding, leaving mathematics in the background. For the inclusion to be fruitful, we suggest there is a need to help teachers understand how CT can be used productively in mathematics and vice versa.

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Group Theory, Computational Thinking, and Young Mathematicians

Cited by 29 publications

References 15 publications

The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

Computational thinking karakteriseret som et sæt af kompetencer

Primary Mathematics Teachers’ Understanding of Computational Thinking

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