Integrating Computational Thinking Tools in Mathematics Thinking Activities

Computational thinking (CT) tools, as a software system, express their designers' perspective on how a selected set of Computer Science concepts should be introduced, typically hiding details to avoid unnecessary complexity. This paper focuses on how concurrency is dealt with by five well-known tools in this domain: Scratch, Alice, AgentSheets, NetLogo and Greenfoot. We present the results of a systematic analysis contrasting their model of concurrent behavior with the corresponding metamessages, the messages about messages of concurrency, that trigger users' interpretation and learning of concurrency-related concepts. We present and discuss the conceptualizations that potentially emerge from using these five tools and compare them with established concurrency concepts. Our findings indicate opportunities for an explicit exploration of how some concurrency aspects are implemented in games and simulations built with CT tools. We believe that this might facilitate future learning and comprehension of complex concurrency concepts, considering that the knowledge embedded in these tools can also influence students’ understanding of concurrency.

Download Full-text

Toward Developing a Real-World Computational Thinking Test Tool from Existing Models

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.b1073.0782s619 ◽

2019 ◽

Vol 8 (2S6) ◽

pp. 389-393

Keyword(s):

Problem Solving ◽

Real World ◽

Liberal Arts ◽

Real Life ◽

Computational Thinking ◽

Validity And Reliability ◽

Test Tool ◽

Verification Methods ◽

Problem Solving Process ◽

Thinking Tools

Various researches are always being carried out to measure the effectiveness of software education. We analyzed previously developed computational thinking tools and studied their practical application and verification methods. Using this information, we developed a 20-item questionnaire to categorize the tools by the abilities they measured: analysis, design, implementation, and reasoning. We surveyed college freshman and 204 students in computer programming subjects in liberal arts and then conducted an exploratory factor analysis to analyze the validity and reliability of our questionnaire test tool. Our test showed that previously used computational testing tools lacked the ability to measure problem-solving processes based on computational thinking. To solve this problem, we revised the questionnaire items to consider the problem-solving process based on computational thinking and proposed a tool that can check the computational thinking through the material of real life using the students’ empirical knowledge. The statistical analysis was as follows: analysis ability (reliability α = .895); design ability (reliability α = .727); implementation ability (reliability α = .745), and reasoning ability (reliability α = .833). To measure computing errors, you need a testing tool that can address real-world problems. We aimed to develop a research tool for measuring computational thinking based on the case of applying and revising existing test tools.

Download Full-text

Principles of Computational Thinking Tools

Emerging Research, Practice, and Policy on Computational Thinking ◽

10.1007/978-3-319-52691-1_18 ◽

2017 ◽

pp. 291-305 ◽

Cited By ~ 4

Author(s):

Alexander Repenning ◽

Ashok R. Basawapatna ◽

Nora A. Escherle

Keyword(s):

Computational Thinking ◽

Thinking Tools

Download Full-text

Asserting parallel computational thinking into an undergraduate computer science curriculum

PsycEXTRA Dataset ◽

10.1037/e605122012-018 ◽

2011 ◽

Author(s):

Edusmildo Orozco ◽

Rafael Arce-Nazario ◽

Peter Musial ◽

Cynthia Lucena-Roman ◽

Zoraida Santiago

Keyword(s):

Computer Science ◽

Science Curriculum ◽

Computational Thinking ◽

Computer Science Curriculum

Download Full-text

Computational Thinking Scale

PsycTESTS Dataset ◽

10.1037/t78367-000 ◽

2019 ◽

Author(s):

Buket Ertugrul-Akyol

Keyword(s):

Computational Thinking

Download Full-text

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

Informatics and Education ◽

10.32517/0234-0453-2019-34-6-34-41 ◽

2019 ◽

pp. 34-41

Author(s):

M. M. Klunnikova

Keyword(s):

Numerical Methods ◽

Blended Learning ◽

Computational Thinking ◽

Individual Characteristics ◽

Diagnostic Model ◽

Mathematics Students ◽

Professional Activities ◽

Cognitive Component ◽

Professional Field ◽

The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

Download Full-text