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Infusing Computational Thinking Instruction into Elementary Mathematics and Science: Patterns of Teacher Implementation
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, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this brief paper, we will share preliminary results of a study of how elementary-school teachers take up computational thinking (CT) ideas and incorporate them into their mathematics and science teaching. We describe the teachers’ school contexts, the professional development experiences in which they engaged, and our preliminary analyses of how they used computational thinking within their enacted lessons. In brief, the seven teachers in this study exhibited three patterns of implementation: (1) using computational thinking to guide their own planning and thinking; (2) using computational thinking to structure their lessons; and (3) presenting computational thinking concepts to students as general problem solving strategies.

Citation

Rich, K. & Yadav, A. (2019). Infusing Computational Thinking Instruction into Elementary Mathematics and Science: Patterns of Teacher Implementation. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 330-334). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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