A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education. / Elicer, Raimundo; Tamborg, Andreas Lindenskov.

In: Implementation and Replication Studies in Mathematics Education, Vol. 3, No. 1, 2023, p. 44-74.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Elicer, R & Tamborg, AL 2023, 'A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education', Implementation and Replication Studies in Mathematics Education, vol. 3, no. 1, pp. 44-74. https://doi.org/10.1163/26670127-bja10011

APA

Elicer, R., & Tamborg, A. L. (2023). A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education. Implementation and Replication Studies in Mathematics Education, 3(1), 44-74. https://doi.org/10.1163/26670127-bja10011

Vancouver

Elicer R, Tamborg AL. A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education. Implementation and Replication Studies in Mathematics Education. 2023;3(1):44-74. https://doi.org/10.1163/26670127-bja10011

Author

Elicer, Raimundo ; Tamborg, Andreas Lindenskov. / A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education. In: Implementation and Replication Studies in Mathematics Education. 2023 ; Vol. 3, No. 1. pp. 44-74.

Bibtex

@article{4700bb522ad344ceab283da2bf002276,
title = "A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education",
abstract = "We report the critical case of an expert teacher, with whom we codesigned, implemented and discussed an innovation consisting of a task addressing a dual learning goals that uses block programming in a geometry lesson for her sixth-grade class. We analyse the case focusing on three sub-processes of implementation. First, the teacher constructs agency over both the structure and content of the innovation, illustrated by altering the sequencing within the task and adding of an open-ended activity. Second, her practice changes to adapt the innovation by bringing her expertise in programming and mathematics teaching to guide the solution of one hybrid task. Third, the innovation is adapted to accommodate her pedagogical approach and push for appealing to students{\textquoteright} personal interests. Despite the realisation of these sub-processes, the outcomes of the realised innovation were not necessarily positive, implying a need for an integrated — not compound — expertise in computational and mathematics teaching.",
keywords = "Faculty of Science, agency, computational thinking, implementation research, mathematics teaching, programming",
author = "Raimundo Elicer and Tamborg, {Andreas Lindenskov}",
year = "2023",
doi = "10.1163/26670127-bja10011",
language = "English",
volume = "3",
pages = "44--74",
journal = "Implementation and Replication Studies in Mathematics Education",
issn = "2667-0127",
publisher = "Brill",
number = "1",

}

RIS

TY - JOUR

T1 - A Critical Case Study on the Implementation of Computational Thinking in Mathematics Education

AU - Elicer, Raimundo

AU - Tamborg, Andreas Lindenskov

PY - 2023

Y1 - 2023

N2 - We report the critical case of an expert teacher, with whom we codesigned, implemented and discussed an innovation consisting of a task addressing a dual learning goals that uses block programming in a geometry lesson for her sixth-grade class. We analyse the case focusing on three sub-processes of implementation. First, the teacher constructs agency over both the structure and content of the innovation, illustrated by altering the sequencing within the task and adding of an open-ended activity. Second, her practice changes to adapt the innovation by bringing her expertise in programming and mathematics teaching to guide the solution of one hybrid task. Third, the innovation is adapted to accommodate her pedagogical approach and push for appealing to students’ personal interests. Despite the realisation of these sub-processes, the outcomes of the realised innovation were not necessarily positive, implying a need for an integrated — not compound — expertise in computational and mathematics teaching.

AB - We report the critical case of an expert teacher, with whom we codesigned, implemented and discussed an innovation consisting of a task addressing a dual learning goals that uses block programming in a geometry lesson for her sixth-grade class. We analyse the case focusing on three sub-processes of implementation. First, the teacher constructs agency over both the structure and content of the innovation, illustrated by altering the sequencing within the task and adding of an open-ended activity. Second, her practice changes to adapt the innovation by bringing her expertise in programming and mathematics teaching to guide the solution of one hybrid task. Third, the innovation is adapted to accommodate her pedagogical approach and push for appealing to students’ personal interests. Despite the realisation of these sub-processes, the outcomes of the realised innovation were not necessarily positive, implying a need for an integrated — not compound — expertise in computational and mathematics teaching.

KW - Faculty of Science

KW - agency

KW - computational thinking

KW - implementation research

KW - mathematics teaching

KW - programming

U2 - 10.1163/26670127-bja10011

DO - 10.1163/26670127-bja10011

M3 - Journal article

VL - 3

SP - 44

EP - 74

JO - Implementation and Replication Studies in Mathematics Education

JF - Implementation and Replication Studies in Mathematics Education

SN - 2667-0127

IS - 1

ER -

ID: 340005021