Characterising Computational Thinking in Mathematics Education: A Literature-Informed Delphi Study

Autor/inn/en	Kallia, Maria; van Borkulo, Sylvia Patricia; Drijvers, Paul; Barendsen, Erik; Tolboom, Jos
Titel	Characterising Computational Thinking in Mathematics Education: A Literature-Informed Delphi Study
Quelle	In: Research in Mathematics Education, 23 (2021) 2, S.159-187 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2020.1852104
Schlagwörter	Delphi Technique; Mathematics Education; Thinking Skills; Elementary Secondary Education; Computer Science; Specialists; Teaching Methods; Computer Science Education; Educational Attitudes; Problem Solving; Cognitive Processes; Research Reports + Suchen Sie Ihr Suchwort? Delphi-Methode; Mathematische Bildung; Denkfähigkeit; Informatik; Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Problemlösen; Cognitive process; Kognitiver Prozess; Research report; Forschungsbericht
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01