Computational Thinking: Perspectives of Preservice K-8 Mathematics Teachers

Autor/inn/en	Barlow, Elizabeth K.; Barlow, Angela T.; Nadelson, Louis S.
Titel	Computational Thinking: Perspectives of Preservice K-8 Mathematics Teachers
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 23 (2023) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computation; Thinking Skills; Student Attitudes; Preservice Teachers; Elementary School Teachers; Mathematics Teachers; Problem Solving; Asynchronous Communication; Computer Simulation + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Problemlösen; Computergrafik; Computersimulation
Abstract	Advancements in computing have led to increased interest in integrating computational thinking in the K-12 curriculum. Computational thinking can be defined as a problem-solving process with the goal of developing algorithms that can be coded for computer use. With its emphasis on problem solving, the processes associated with computational thinking overlap with those of mathematical thinking, leading to an anticipated reliance on mathematics teachers to teach computational thinking in the K-12 setting. Currently, research related to preservice mathematics teachers' perceptions of computational thinking is emergent; yet, this research is needed to inform leaders of teacher preparation programs. The purpose of this study was to investigate preservice K-8 mathematics teachers' views of teaching computational thinking. Participants from three different universities completed an asynchronous, online simulation, responding verbally to prompts related to the importance of and processes for teaching computational thinking to all students. Results demonstrated that participants found value in teaching computational thinking, although the majority either did not connect their ideas specifically to computational thinking or erroneously connected their ideas to mathematical computations and/or technology integration. Further, a large majority of participants demonstrated deficit perspectives of students considered lower achieving. Implications and areas for future work are included. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01