From policy to resources: programming, computational thinking and mathematics in the Danish curriculum

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Standard

From policy to resources : programming, computational thinking and mathematics in the Danish curriculum. / Elicer, Raimundo; Tamborg, Andreas Lindenskov.

I: Nordisk Matematikkdidaktikk, Bind 28, Nr. 3-4, 2023, s. 221-246.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Elicer, R & Tamborg, AL 2023, 'From policy to resources: programming, computational thinking and mathematics in the Danish curriculum', Nordisk Matematikkdidaktikk, bind 28, nr. 3-4, s. 221-246. <https://ncm.gu.se/media/nomad/enomad/nomad-subscribers/28_34_221246_elicer.pdf>

APA

Elicer, R., & Tamborg, A. L. (2023). From policy to resources: programming, computational thinking and mathematics in the Danish curriculum. Nordisk Matematikkdidaktikk, 28(3-4), 221-246. https://ncm.gu.se/media/nomad/enomad/nomad-subscribers/28_34_221246_elicer.pdf

Vancouver

Elicer R, Tamborg AL. From policy to resources: programming, computational thinking and mathematics in the Danish curriculum. Nordisk Matematikkdidaktikk. 2023;28(3-4):221-246.

Author

Elicer, Raimundo ; Tamborg, Andreas Lindenskov. / From policy to resources : programming, computational thinking and mathematics in the Danish curriculum. I: Nordisk Matematikkdidaktikk. 2023 ; Bind 28, Nr. 3-4. s. 221-246.

Bibtex

@article{a070505a9b6645fcbf4fc50355bd12ae,
title = "From policy to resources: programming, computational thinking and mathematics in the Danish curriculum",
abstract = "This article investigates the relations between mathematics and programming and computational thinking (PCT). In scholarly knowledge, PCT is juxtaposed as an aid to mathematical problem solving, but also integrated as a collection of practices common to both domains. This knowledge is being turned into curriculum and teaching resources developed for Danish compulsory schools (students aged 6–15), in the context of a pilot project to embed a new technology comprehension subject into mathematics. In the curriculum, PCT is being juxtaposed to mathematics. The teaching resources are predominantly integrated, but lacking connections to mathematical problem solving and modelling. These misalignments are both missed opportunities and a leeway for a cautious integration in teaching practice.",
keywords = "Faculty of Science, Anthropological theory of the didactic, computational thinking, external didactic transposition, mathematical competencies, programming",
author = "Raimundo Elicer and Tamborg, {Andreas Lindenskov}",
year = "2023",
language = "English",
volume = "28",
pages = "221--246",
journal = "Nordisk Matematikkdidaktikk",
issn = "1104-2176",
publisher = "Nationellt Centrum f{\"o}r Matematikutbildning",
number = "3-4",

}

RIS

TY - JOUR

T1 - From policy to resources

T2 - programming, computational thinking and mathematics in the Danish curriculum

AU - Elicer, Raimundo

AU - Tamborg, Andreas Lindenskov

PY - 2023

Y1 - 2023

N2 - This article investigates the relations between mathematics and programming and computational thinking (PCT). In scholarly knowledge, PCT is juxtaposed as an aid to mathematical problem solving, but also integrated as a collection of practices common to both domains. This knowledge is being turned into curriculum and teaching resources developed for Danish compulsory schools (students aged 6–15), in the context of a pilot project to embed a new technology comprehension subject into mathematics. In the curriculum, PCT is being juxtaposed to mathematics. The teaching resources are predominantly integrated, but lacking connections to mathematical problem solving and modelling. These misalignments are both missed opportunities and a leeway for a cautious integration in teaching practice.

AB - This article investigates the relations between mathematics and programming and computational thinking (PCT). In scholarly knowledge, PCT is juxtaposed as an aid to mathematical problem solving, but also integrated as a collection of practices common to both domains. This knowledge is being turned into curriculum and teaching resources developed for Danish compulsory schools (students aged 6–15), in the context of a pilot project to embed a new technology comprehension subject into mathematics. In the curriculum, PCT is being juxtaposed to mathematics. The teaching resources are predominantly integrated, but lacking connections to mathematical problem solving and modelling. These misalignments are both missed opportunities and a leeway for a cautious integration in teaching practice.

KW - Faculty of Science

KW - Anthropological theory of the didactic

KW - computational thinking

KW - external didactic transposition

KW - mathematical competencies

KW - programming

UR - https://ncm.gu.se/wp-content/uploads/2023/12/28_34_221246_elicer_abstract.pdf

M3 - Journal article

VL - 28

SP - 221

EP - 246

JO - Nordisk Matematikkdidaktikk

JF - Nordisk Matematikkdidaktikk

SN - 1104-2176

IS - 3-4

ER -

ID: 340005471