Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context
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Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context. / Tamborg, Andreas Lindenskov; Nøhr, Liv.
2024. 4332-4339 Paper presented at 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary.Research output: Contribution to conference › Paper › Research › peer-review
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TY - CONF
T1 - Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context
AU - Tamborg, Andreas Lindenskov
AU - Nøhr, Liv
N1 - Conference code: 13
PY - 2024
Y1 - 2024
N2 - This paper studies the implementability of computational thinking (CT) among mathematics teachers by studying their pre-implementation practices of teaching CT. Based on survey responses (n=67), we report on analyses of what CT Danish mathematics teachers teach in their mathematicsclassroom, and with what mathematical subject areas they combine it. The study finds that more than 2/3 of the population teach CT, and that CT is taught in a wide range of mathematical subject matter areas. This is surprising since CT is not a mandatory part of the current curriculum, but could be amplified due to selection-bias. These practices are different from previous research results that have found CT relevant in relatively few mathematical content areas. This indicates a need for near future implementation strategy for CT in Danish compulsory school mathematics to address CT in a way with clear relevance for mathematics.
AB - This paper studies the implementability of computational thinking (CT) among mathematics teachers by studying their pre-implementation practices of teaching CT. Based on survey responses (n=67), we report on analyses of what CT Danish mathematics teachers teach in their mathematicsclassroom, and with what mathematical subject areas they combine it. The study finds that more than 2/3 of the population teach CT, and that CT is taught in a wide range of mathematical subject matter areas. This is surprising since CT is not a mandatory part of the current curriculum, but could be amplified due to selection-bias. These practices are different from previous research results that have found CT relevant in relatively few mathematical content areas. This indicates a need for near future implementation strategy for CT in Danish compulsory school mathematics to address CT in a way with clear relevance for mathematics.
UR - https://cerme13.renyi.hu/
M3 - Paper
SP - 4332
EP - 4339
T2 - 13th Congress of the European Society for Research in Mathematics Education
Y2 - 10 July 2023 through 14 July 2023
ER -
ID: 346242407