Literaturnachweis - Detailanzeige
Autor/inn/en | Lavigne, Heather J.; Lewis-Presser, Ashley; Rosenfeld, Deborah |
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Titel | An Exploratory Approach for Investigating the Integration of Computational Thinking and Mathematics for Preschool Children |
Quelle | In: Journal of Digital Learning in Teacher Education, 36 (2020) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2153-2974 |
DOI | 10.1080/21532974.2019.1693940 |
Schlagwörter | Computation; Thinking Skills; Mathematics Skills; Preschool Children; Mathematics Instruction; Teaching Methods; Learning Processes; Kentucky; Massachusetts; New York Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Master-Studiengang |
Abstract | Developing computational thinking (CT) skills at a young age is critical for preparing preschool children to engage with the technologies that have become central to nearly every occupation and for improving achievements in STEM, literacy, and other disciplines. This paper builds on foundational research in early childhood math and CT by reporting on two studies that explore how teachers and children interact with activities that focus on three different CT skills: sequencing, modularity, and debugging. The goal of these exploratory studies was to better understand preschoolers' current CT skills and how these skills can be leveraged along with teacher, peer, and technological support, to foster CT in non-coding learning environments. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |