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Five Affordances of Computational Thinking to support Elementary Mathematics Education
article

, Faculty of Education, University of Western Ontario, Canada

JCMST Volume 36, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

With the increased focus on computational thinking (CT) in education, it is important to investigate the affordances that CT may offer to support teaching and learning. This paper outlines five affordances of CT that may support elementary mathematics education, whose conceptualization was refined in a year-long study involving eight Grades 3-4 teachers and their students. In this research project, teachers collaborated with the author to design integrated math/CT activities for curriculum topics they would soon teach and to implement the activities in their classrooms. The five affordances (agency, access, abstraction, automation and audience) are discussed with references to classroom activities, student work artefacts, and student and teacher comments.

Citation

Gadanidis, G. (2017). Five Affordances of Computational Thinking to support Elementary Mathematics Education. Journal of Computers in Mathematics and Science Teaching, 36(2), 143-151. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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Cited By

  1. Computational Thinking in Mathematics Teacher Education

    George Gadanidis, Rosa Cendros, Lisa Floyd & Immaculate Namukasa, Faculty of Education, Western University, Canada

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 458–477

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