scholarly journals Learning Composite and Prime Numbers Through Developing an App: An Example of Computational Thinking Development Through Primary Mathematics Learning

2019 ◽  
pp. 145-166
Author(s):  
Siu-Cheung Kong
Keyword(s):  
Mathematics Learning ◽  
Computational Thinking ◽  
Prime Numbers ◽  
Primary Mathematics

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

scholarly journals Making ‘Math Making’ Virtual

2020 ◽  
Vol 29 (2) ◽  
pp. 30
Author(s):  
Candace Figg ◽  
Anjali Khirwadkar ◽  
Shannon Welbourn
Keyword(s):  
Preservice Teachers ◽  
Learning Environment ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Professors ◽  
Positive Attitudes ◽  
Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

A Framework for Computational Thinking Dispositions in Mathematics Education

2018 ◽  
Vol 49 (4) ◽  
pp. 424-461 ◽  
Author(s):  
Arnulfo Pérez
Keyword(s):  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Relevant Literature ◽  
Computational Thinking ◽  
Secondary Mathematics ◽  
Mathematical Concepts ◽  
Thinking Dispositions ◽  
Secondary Mathematics Teachers ◽  
Tolerance For Ambiguity ◽  
Epistemic Frame

This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions—tolerance for ambiguity, persistence, and collaboration—and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement with CT. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections.

scholarly journals Peningkatan Kemampuan Pedagogik Guru melalui Program Pelatihan dan Pendampingan Bekelanjutan dalam Pembelajaran Computational Thinking pada Mata Pelajaran Matematika

2021 ◽  
Vol 1 (2) ◽  
pp. 125-134
Author(s):  
Dyah Susilowati ◽  
Apriani Apriani ◽  
Kartarina Agustin ◽  
Ni Gusti Ayu Dasriani
Keyword(s):  
Problem Solving ◽  
Teacher Knowledge ◽  
Community Service ◽  
21St Century ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Monitoring And Evaluation ◽  
Educational Approach ◽  
Pedagogical Competence ◽  
Teacher Interest

The problem faced by target partners (target schools) is the low ability of students to solve problems. In fact, the problem-solving ability is one of the skills that must be possessed in the 21st century. This community service aims to improve teacher pedagogical competence in implementing Computational Thinking learning as well as assistance in its implementation. The method used is an educational approach with stages, identification of target schools, socialization of activities, implementation, monitoring, and evaluation. The result of this activity was an increase in teacher knowledge in computational thinking by 95% and teacher interest in applying computational thinking to subjects by 92%. The conclusion of this activity is known that community service partners have increased their knowledge of problem-solving methods using a computational thinking approach and can apply them in mathematics learning.

scholarly journals Analisis Kemampuan Computational Thinking Mahasiswa Dalam Menyelesaikan Masalah Matematika

2021 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Yuntawati Yuntawati ◽  
Sanapiah Sanapiah ◽  
Lalu Abdul Aziz
Keyword(s):  
Mathematics Teachers ◽  
Random Sampling ◽  
Sampling Method ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Research Data ◽  
Thought Process ◽  
Problem Solving Process ◽  
Math Problems

Mathematics learning is always related to problems. Computational Thinking is a thought process that is needed in formulating a problem and its solution. Prospective mathematics teachers have the responsibility to equip themselves with various abilities including Computational Thinking which will become their provisions when they become teachers. As a first step to prepare strategies that can be used in improving and developing students 'computational thinking skills, it is necessary to know and first how the students' computational thinking skills. This type of research is descriptive qualitative. The research respondents were 10 students of UNDIKMA mathematics education. Respondent categories are students who have taken Graph courses. The technique of determining respondents is a random sampling method. The research data interview techniques were tests and interviews. The instruments used are two questions to solve math problems. The results shown in solving the first and second questions show that respondents are able to solve problems with the Computational Thinking component. begins with decomposition, abstraction, and algorithms. While the generalization component is not visible in the problem solving process, although there were some respondents who answered incorrectly. This is because the respondents do not understand the questions. Questions are only read once or twice so the information in the questions has not been properly implemented. Even the respondents only saw the simplest paths and ignored the winding paths in solving the second problem.

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