Characterising computational thinking in mathematics education::a literature-informed Delphi study
| Autor: | Kallia, Maria, van Borkulo, S.P., Drijvers, P.H.M., Tolboom, Jos, Barendsen, Erik, Sub Mathematics Education, Mathematics Education |
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| Přispěvatelé: | RS-Research Line Teaching and learning (part of THIS program), Department of Computer Science, Sub Mathematics Education, Mathematics Education |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Mathematical thinking
Mathematics(all) Secondary education Computer science Process (engineering) General Mathematics Computational thinking 05 social sciences Delphi method 050301 education Cognition Collective opinion mathematics education mathematical thinking Education Delphi study Systematic review Science Education 0502 economics and business Mathematics education 0503 education 050203 business & management |
| Zdroj: | Kallia, M, Borkulo, S P, Drijvers, P, Barendsen, E & Tolboom, J 2021, ' Characterising computational thinking in mathematics education: a literature-informed Delphi study ', Research in Mathematics Education, vol. 23, no. 2, pp. 159-187 . https://doi.org/10.1080/14794802.2020.1852104 Research in Mathematics Education, 23(2), 159-187. Routledge Research in Mathematics Education, 23, 159-187 Research in Mathematics Education, 23, 2, pp. 159-187 Research in Mathematics Education, 23(2), 159. Routledge |
| ISSN: | 1479-4802 |
| Popis: | Recently, computational thinking (CT) has attracted much research attention, especially within primary and secondary education settings. However, incorporating in mathematics or other disciplines is not a straightforward process and introduces many challenges concerning the way disciplines are organised and taught in school. The aim of this paper is to identify what characterises CT in mathematics education and which CT aspects can be addressed within mathematics education. First, we present a systematic literature review that identifies characteristics of CT that have been explored in mathematics education research. Second, we present the results of a Delphi study conducted to capture the collective opinion of 25 mathematics and computer science experts regarding the opportunities for addressing CT in mathematics education. The results of the Delphi study, which corroborate the findings of the literature review, highlight three important aspects of CT to be addressed in mathematics education: problem solving, cognitive processes, and transposition. |
| Databáze: | OpenAIRE |
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