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.

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 Pengaruh pembelajaran pendekatan rigorous mathematical thinking (RMT) terhadap pemahaman konseptual matematis siswa SMP

2017 ◽  
Vol 4 (2) ◽  
pp. 186
Author(s):  
Aan Hendrayana
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Learning Approach ◽  
School Students ◽  
Mathematical Concepts

Pemahaman Konseptual Matematis (PKM)  memiliki peran penting karena dengan kemampuan ini siswa mudah dalam membangun hubungan untuk memahamai ide dan konsep baru. Kemampuan PKM ini dapat ditumbuh-kembangkan melalui pembelajaran di kelas. Untuk mencapai kecakapan tersebut, pembelajaran perlu memperhatikan keberagaman siswa karena pembelajaran yang mengakomodasi keberagaman menjadi lebih efektif, efesien, dan menarik. Keberagam tersebut dapat berupa Gender (G), Kemampuan Awal Matematika (KAM) dan Gaya Belajar Matematis (GBM) siswa. Salah satu pendekatan pembelajaran yang mengakomodir keberagaman ialah pembelajaran pendekatan Rigorous Mathematical Thinking (RMT). Artikel ini bertujuan untuk mengkaji kemampuan PKM siswa SMP yang memperoleh pembelajaran pendekatan RMT ditinjau dari : a). Gender, b). KAM siswa, dan c). GBM siswa. Penelitian ini merupakan penelitian eksperimen pada siswa SMP di salah satu sekolah di Bandung. Salah satu hasil yang penting adalah dengan pembelajaran ini menjadikan siswa dengan KAM sedang dan rendah dapat mencapai kemampuan yang baik. The Effect of Rigorous Mathematical Thinking (RMT) Learning Approach On Students’ Understanding of Mathematical Concepts AbstractAn understanding of mathematical concepts (PKM) has an important role because with this ability students are easy in building relationships to understand new ideas and concepts. The ability of PKM can be grown-developed through learning in the classroom. To achieve these skills, learning needs to pay attention to the diversity of students because learning that accommodates diversity becomes more effective, efficient, and engaging. Such diversity can be Gender (G), An initial mathematical ability (KAM) and students’ mathematics learning styles (GBM). One approach to learning that accommodates diversity is the Rigorous Mathematical Thinking (RMT) learning approach. This article aims to examine the ability of junior high school students who have learned RMT approach in terms of: a). Gender, b). students’ KAM, and c). students’ GBM. This research is an experimental research on junior high school students in one school in Bandung. One important result is that this learning engages students with medium and low of KAM able to achieve good abilities.

Eliciting Pre-Service Secondary Mathematics Teachers' Technological Pedagogical Function Knowledge

2019 ◽  
pp. 365-389
Author(s):  
Jennifer N. Lovett ◽  
Lara K. Dick ◽  
Allison W. McCulloch ◽  
Milan F. Sherman ◽  
Cyndi Edgington ◽  
...  
Keyword(s):  
Mathematics Teachers ◽  
Mathematical Thinking ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teachers ◽  
Pedagogical Function

The purpose of this study was to examine the evidence of technological pedagogical function knowledge that preservice secondary mathematics teachers (PSMTs) exhibited through engaging in a module in which they examine artifacts of students' mathematical thinking with technology. Three cases are presented to describe the evidence of technological pedagogical function knowledge that was elicited through engagement with the module. Findings show that the module was successful in eliciting PSMTs' function knowledge, technological function knowledge, and technological pedagogical function knowledge. Differences in the manners in which these knowledges were elicited are discussed and implications for teachers of PSMTs are shared.

Teachers', Principals', and University Faculties' Views of Mathematics Learning and Instruction as Measured by a Mathematics Inventory

1977 ◽  
Vol 8 (5) ◽  
pp. 332-344
Author(s):  
Thomas R. Post ◽  
William H. Ward ◽  
Victor L. Willson
Keyword(s):  
High School Principals ◽  
School Principals ◽  
Mathematics Learning ◽  
Secondary Mathematics ◽  
Response Patterns ◽  
Individual Item ◽  
College Professors ◽  
Secondary Mathematics Teachers ◽  
Item Responses ◽  
Learning And Instruction

Differences and similarities among the views of secondary mathematics teachers (n=199), high school principals (n=160), and college mathematics education professors (n=117), as reflected by responses on an inventory concerned with cognitive and affective aspects of mathematics learning and instruction, were examined. The response patterns of each group analyzed by factor analysis or analysis of variance methods were found to have some unique characteristics: however, teachers were found to be more similar to principals than to college professors in both factor structure and individual item responses. Implications of this finding for the transmission of innovation in instruction are discussed.

Implementing the Assessment Standards for School Mathematics: Enhancing Mathematics Learning with Open-Ended Questions

1995 ◽  
Vol 88 (6) ◽  
pp. 496-499
Author(s):  
C. Lynn Hancock
Keyword(s):  
Mathematics Learning ◽  
Daily Practice ◽  
Secondary Mathematics ◽  
Classroom Observations ◽  
Assessment Practice ◽  
Secondary Mathematics Teachers ◽  
New Methods ◽  
Time Required ◽  
The Relationship ◽  
Opening Up

This composite vignette about Louise Mason is based on a series of classroom observations of five secondary mathematics teachers working to bring some new methods, including the use of open-ended questions, into their assessment practice (Hancock 1994). Although the teachers recognized that opening up the possibilities for responses to questions “really makes the students think,” they encountered difficulties when bringing such questions into their daily practice. As expressed by Ms. Mason, a common concern among the teachers was that using open-ended questions increased the amount of time required for assessment. My consideration of the teachers' dilemma led to some thoughts about the relationship between learning and new forms of assessment that may be helpful to teachers dealing with similar difficulties.

scholarly journals Advanced Mathematical Thinking dalam Pembelajaran Matematika Tingkat Lanjut

2019 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Andri Suryana ◽  
Seruni Seruni
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Advanced Mathematics ◽  
Advanced Mathematical Thinking ◽  
Literature Study ◽  
Mathematical Concepts ◽  
Mathematics Courses ◽  
Innovative Learning ◽  
Advanced Mathematics Courses

Students' Advanced Mathematical Thinking in advanced mathematics courses were still relatively low. This happens because the lecturer did not provide opportunities for students to be able to construct their own mathematical concepts and students were still weak in mastering concepts in prerequisite courses. The lecturer is expected to provide opportunities for students to be active in learning and be able to construct their own advanced mathematical concepts through the implementation of innovative learning based on constructivism to improve students' Advanced Mathematical Thinking in advanced mathematics courses. The purpose of this literature study is to find out more about advanced mathematical thinking and its components (representation, abstraction, creative thinking, and proof) in advanced mathematics learning and how to develop it.

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