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When preservice and inservice teachers join forces: A collaborative way to support the enactment of new coding curricula in mathematics classrooms

Artigo2023

Laura Broley; Chantal Buteau; Jessica Sardella

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Resumo

The importance of computational thinking skills in mathematics has been recognized in educational research for a long time. More recently, this recognition has materialized in formal international recommendations (e.g., by PISA’s 2022 Mathematics Framework) and in national or provincial curricular reforms (e.g., in France, Sweden, and Canada) that promote the incorporation of coding in mathematics classrooms. This has led to opportunities as well as challenges for mathematics teachers, and a pressing need for work on teacher training. To contribute to this emerging area, we report on a professional development experience in which 25 inservice teachers collaborated with 36 preservice teachers to plan, implement, and reflect on the implementation of coding-based mathematics activities (using Scratch or Python) with Gr. 5–9 school students. Teachers’ reflections are shared as insights gained through the experience, which may be of interest to other teachers or policy makers engaged in the implementation of coding in school subjects such as mathematics. With other researchers and teacher educators in mind, participating teachers’ reflections are also used as a springboard to evaluate the reported training approach, discuss the approach in the context of existing literature, and provide some perspectives for the future.

Dados da obra

Tipo
Artigo
Periódico
Journal of Pedagogical Research, v. 7, n. 2, p. 21-40
Editora
Şahin Danişman
Ano
2023 (2023-06)
Idioma
en
Palavras-chave
coding; computational thinking; school mathematics education; teacher education; teacher professional development; curriculum enactment
Temas
Currículo, Formação de Professores de Matemática, Pensamento Computacional
DOI
10.33902/jpr.202318636
ISSN
2602-3717
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BROLEY, Laura; BUTEAU, Chantal; SARDELLA, Jessica. When preservice and inservice teachers join forces: A collaborative way to support the enactment of new coding curricula in mathematics classrooms. Journal of Pedagogical Research, v. 7, n. 2, p. 21-40, 2023. DOI: https://doi.org/10.33902/jpr.202318636.

APA

Broley, L., Buteau, C., & Sardella, J. (2023). When preservice and inservice teachers join forces: A collaborative way to support the enactment of new coding curricula in mathematics classrooms. Journal of Pedagogical Research, 7(2), 21-40. https://doi.org/10.33902/jpr.202318636

BibTeX
@article{broley2023,
  author = {Broley, Laura and Buteau, Chantal and Sardella, Jessica},
  title = {When preservice and inservice teachers join forces: A collaborative way to support the enactment of new coding curricula in mathematics classrooms},
  year = {2023},
  journal = {Journal of Pedagogical Research},
  volume = {7},
  number = {2},
  pages = {21-40},
  publisher = {Şahin Danişman},
  doi = {10.33902/jpr.202318636},
  language = {en}
}
RIS
TY  - JOUR
AU  - Broley, Laura
AU  - Buteau, Chantal
AU  - Sardella, Jessica
TI  - When preservice and inservice teachers join forces: A collaborative way to support the enactment of new coding curricula in mathematics classrooms
PY  - 2023
JO  - Journal of Pedagogical Research
VL  - 7
IS  - 2
SP  - 21
EP  - 40
DO  - 10.33902/jpr.202318636
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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