Using an Actor-Oriented Perspective to Explore an Undergraduate Student’s Repeated Reference to a Particular Counting Problem

Lockwood, Elise; Reed, Zackery

doi:10.1007/978-3-030-65632-4_8

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…This movement includes many nations in Europe (Angeli et al, 2016), the United States (Weintrop et al, 2016) and other parts of the world. In particular, mathematics and computer science educators (e.g., Lockwood, 2019;Weintrop et al, 2016) have identified computational thinking as a key mechanism for promoting CS education in K-12 settings (Yadav et al, 2018;Mouza, Yadav, & Ottenbreit-Leftwish, 2021). Computational thinking is a problem-solving toolset that goes beyond information technology fluency to applying computing principles such as abstraction, decomposition, generalization, pattern recognition, algorithmic and parallel thinking (Selby, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Computational thinking is a problem-solving toolset that goes beyond information technology fluency to applying computing principles such as abstraction, decomposition, generalization, pattern recognition, algorithmic and parallel thinking (Selby, 2015). The inclusion of computational thinking practices in science and mathematics has been widely received among different policymakers (e.g., CCSM, 2010;NRC, 2010;& NGSS, 2013), researchers (e.g., Wing, 2006;Lockwood, 2019, Yadav et al, 2017, technological organizations (e.g., Google, 2010), and individuals (e.g., Wolfram) among others. For instance, the authors of NGSS (2013) emphasized the growing importance of computation and digital technologies across the science disciplines and suggested that science's teaching and learning requires authentic investigation.…”

Section: Introductionmentioning

confidence: 99%

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Learning Computational Thinking Practices Through Agent-Based Modeling in an Informal Setting

Adeolu

2022

Journal of Research in Science, Mathematics and Technology Education

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In this qualitative study, I investigated the form of interaction when learners co-constructed computational thinking practices in an informal setting. This study focuses on the roles of five youth, three adult mentors, and a facilitator during a summer camp and documents how learners interacted to exchange ideas, collaborate, and accommodate other perspectives. Participants used questions that promote deep thinking to engage in computational thinking practices during the interactions. Analysis of data shows that learners developed computational thinking practices including interpreting, modeling connections to the real-world, manipulating parameters, discovering ideas to explore models, prompting, conjecturing, and making predictions when working on agent-based modeling and writing codes in NetLogo. These practices are further grouped together as model interpretation and connection to the real world, parameter manipulation and discovery, prompting and exploring, and making predictions/conjectures and generalizing. This study also finds some community-based practices such as practical wisdom, trying something and adjusting, and the use of network of resources relevant during interaction to develop computational thinking practices.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Computational Thinking Practices Through Agent-Based Modeling in an Informal Setting

Adeolu

2022

Journal of Research in Science, Mathematics and Technology Education

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Empirical and Reflective Abstraction

Ellis,

Paoletti,

Lockwood

2024

Research in Mathematics Education

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Teaching and learning discrete mathematics

Sandefur

Lockwood

Hart

et al. 2022

ZDM Mathematics Education

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In this paper, we provide an overall perspective on the teaching and learning of discrete mathematics. Our aim is to highlight what research has been conducted in this area and to connect it to existing research ideas for future work. We begin by characterizing discrete mathematics and its role in the school curriculum, highlighting themes, topics, and mathematical practices that distinguish discrete mathematics. We then present potential benefits of focusing on discrete mathematics topics for mathematics education; in particular, we discuss the accessibility of topics in discrete mathematics, the connection to mathematical processes and affect, and the relevance of discrete mathematics in our current society. We also emphasize discrete mathematics from an international perspective, highlighting studies from the US, Italy, France, Chile, and Germany, which are across all school levels–primary, middle, and secondary school, and with some implications for post-secondary education. We particularly discuss discrete topics including number theory, combinatorics, iteration and recursion, graph theory, and discrete games and puzzles; we describe and situate these topics within literature. We also suggest the additional topics of game theory and the mathematics of fairness that we hope to see addressed in future studies.

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Using an Actor-Oriented Perspective to Explore an Undergraduate Student’s Repeated Reference to a Particular Counting Problem

Cited by 3 publications

References 21 publications

Learning Computational Thinking Practices Through Agent-Based Modeling in an Informal Setting

Learning Computational Thinking Practices Through Agent-Based Modeling in an Informal Setting

Empirical and Reflective Abstraction

Teaching and learning discrete mathematics

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