Pre-Service Teacher’s Use of Block-Based Programming and Computational Thinking to Teach Elementary Mathematics

Gleasman, Cory; Kim, ChanMin

doi:10.1007/s40751-019-00056-1

Cited by 26 publications

(7 citation statements)

References 30 publications

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“…Programming tools are scarce in most high schools and coding and robotics are affected as a result (Namukasa et al, 2017). While mathematics educators possess a good level of pedagogical content knowledge, they do not have knowledge of integrated STEM curriculum which makes it difficult for them to integrate TPACK in teaching and learning (Gleasman, & Kim, 2020). The observed ambiguity in integrating mathematics and CT can be attributed to the inability of both teachers and learners to understand CT and how to blend it into the curricula (Shute, Sun & Clarke, 2017).…”

Section: Discussionmentioning

confidence: 99%

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: Discussionmentioning

confidence: 99%

Integration of computational thinking activities in Grade 10 mathematics learning

Ramaila

Shilenge

2023

IJRBS

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“…Previous studies showed that PSTs learning to code have difficulty thinking about the pedagogical aspects of teaching to code (Mamolo et al, 2018;Yadov et al, 2014). Gleasman and Kim (2020) argue that instruction for PSTs learning to code must explicitly focus on pedagogy. Further research is needed to understand how PSTs learn to teach coding while learning to code.…”

Section: Literature Reviewmentioning

confidence: 99%

Novice Coders Reactions to Pedagogical Strategies within a Coding Education Course

Barber

Samaha

Atkinson

2023

JEdInfo

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While coding is integrated into K-12 curricula worldwide, most teachers are new to coding and need more preparation on how to present coding well. This study investigates the reactions of novice coders to teaching strategies within a carefully developed coding for pre-service teachers (PSTs) course. During the course, PSTs participated in many coding challenges and were prompted to reflect on their learning and connections to future teaching in Digital Learning Portfolios (DLPs). Using thematic analysis, the DLPs of 3 PSTs without prior coding experience were analyzed in depth to determine PST reactions to the teaching strategies used within the coding-for-teachers course. The reflections captured in the teaching approaches were generally effective for novice coders, but at times more scaffolding would have supported learning. Finally, the implications of these findings are discussed concerning teacher educators preparing teachers to teach coding in other contexts.

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“…However, students must overcome these obstacles so that they can recognize the importance of mathematics for school and adult life, as success in mathematics in early grades is a strong predictor for success in higher grades and beyond (Duncan et al, 2007;Pace et al, 2019;Romano et al, 2010;Ritchie & Bates, 2013). Research indicates that coding activities centred around computational concepts increase the students' complex understanding of mathematics (Gadanidis & Caswell, 2018;Gleasman & Kim, 2020;Miller, 2019;Sáez-López et al, 2019). These coding activities do not require complex means or a vast knowledge of coding experience for students and teachers to succeed.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving Mathematics Learning Through Computational Participation

Flynn

Hughes

Robb

2023

JEdInfo

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Computational Participation (CP) expands upon Computational Thinking (CT) by incorporating themes of problem-solving, creativity, and digital collaboration and communication. In the Fall of 2021, we partnered with two school boards to facilitate Professional Learning (PL) sessions with a broad community of educators and co-facilitated learning sessions with select classroom teachers. Both PL and co-facilitation learning sessions related to curriculum expectations for mathematics and coding. Instead of teaching coding for coding’s sake, our goal was to prepare teachers to use coding to help students understand mathematics under the pedagogical framework of CP. The questions guiding our overall research were to identify ways teachers can integrate CP while teaching mathematics in a meaningful way and identify the various learning opportunities that students gain when CP is integrated. Our research indicated that CP results in learning environments supportive of collaborative learning, communication, increased student engagement, and perseverance. In addition to this, teachers experienced a positive shift in their mindset toward cross-curricular planning. One persistent challenge in infusing digital coding with mathematics in this study was the lack of 1-to-1 technology in classrooms, which could interrupt momentum and disrupt student motivation.

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Pre-Service Teacher’s Use of Block-Based Programming and Computational Thinking to Teach Elementary Mathematics

Cited by 26 publications

References 30 publications

Integration of computational thinking activities in Grade 10 mathematics learning

Integration of computational thinking activities in Grade 10 mathematics learning

Novice Coders Reactions to Pedagogical Strategies within a Coding Education Course

Improving Mathematics Learning Through Computational Participation

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