Geraniou, Eirini;
Drijvers, Paul;
Lockwood, Elise;
(2023)
How do computational thinking and mathematical thinking interact (in terms of knowledge, ways of thinking, and competencies)?
In:
Online Proceedings of the Coding, Computational Modeling, and Equity in Mathematics Education Symposium.
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Abstract
Over the past decade, there has been an upsurge of interest in the research on computational thinking (CT). Many countries are in the process of introducing computational thinking into their school curricula, either as a new dedicated subject, a cross-curricular theme, or integrated within an existing subject, such as computing (e.g., Kafai & Proctor, 2022) or mathematics (e.g., Bocconi et al., 2018; Royal Society, 2018; Nordby, Bjerke & Mifsud, 2022). The relationship between computational thinking and mathematical thinking has been of particular interest (e.g., Perez, 2018, Kallia et al., 2021, Geraniou & Hodgen, 2022a; 2022b) and there is variation in how computational thinking is perceived by different stakeholders in the mathematics education discipline, including researchers, teacher practitioners, and teacher educators.
| Type: | Proceedings paper |
|---|---|
| Title: | How do computational thinking and mathematical thinking interact (in terms of knowledge, ways of thinking, and competencies)? |
| Event: | Coding, Computational Modeling, and Equity in Mathematics Education Symposium |
| Location: | Brock University, Canada |
| Dates: | 26 Apr 2023 - 29 Apr 2023 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://cpmath.ca/symposium-proceedings/ |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10179448 |
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