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Primary Mathematics Teachers’ Understanding of Computational Thinking

Artigo2022

Siri Krogh Nordby ORCID; Annette Hessen Bjerke ORCID; Louise Mifsud ORCID

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Resumo

Abstract Computational thinking (CT) is often regarded as providing a ‘soft start’ for later involvement with artificial intelligence and, hence, as a crucial twenty-first century skill. The introduction of CT in primary mathematics curricula puts many demands on teachers, and their understanding of CT in mathematics is key to its successful introduction. Inspired by an information ecology perspective, we investigate how four primary school teachers understand CT in mathematics and how they go ahead to include CT in their mathematics teaching practice. Through observations and interviews, we find promising starting points for including CT, related to pattern recognition, problem solving and the use of programming activities. Our findings indicate that teachers’ lack of knowledge affects CT adoption in two ways: during its inclusion in the existing mathematics curriculum and as a new element focussed on programming and coding, leaving mathematics in the background. For the inclusion to be fruitful, we suggest there is a need to help teachers understand how CT can be used productively in mathematics and vice versa.

Dados da obra

Tipo
Artigo
Periódico
Künstliche Intell., v. 36, n. 1, p. 35-46
Ano
2022 (2022-02-23)
Idioma
en
Palavras-chave
computational thinking; primary mathematics teachers; teacher understanding; information ecology; mathematics curriculum; programming in mathematics education; coding; pattern recognition; problem solving; artificial intelligence in education; 21st century skills
Temas
Currículo, Inclusão, Pensamento Computacional, Práticas Pedagógicas, Resolução de Problemas
DOI
10.1007/s13218-021-00750-6
ISSN
0933-1875, 1610-1987
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
NORDBY, Siri Krogh; BJERKE, Annette Hessen; MIFSUD, Louise. Primary Mathematics Teachers’ Understanding of Computational Thinking. Künstliche Intell., v. 36, n. 1, p. 35-46, 2022. DOI: https://doi.org/10.1007/s13218-021-00750-6.

APA

Nordby, S. K., Bjerke, A. H., & Mifsud, L. (2022). Primary Mathematics Teachers’ Understanding of Computational Thinking. Künstliche Intell., 36(1), 35-46. https://doi.org/10.1007/s13218-021-00750-6

BibTeX
@article{nordby2022,
  author = {Nordby, Siri Krogh and Bjerke, Annette Hessen and Mifsud, Louise},
  title = {Primary Mathematics Teachers’ Understanding of Computational Thinking},
  year = {2022},
  journal = {K\ünstliche Intell.},
  volume = {36},
  number = {1},
  pages = {35-46},
  doi = {10.1007/s13218-021-00750-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Nordby, Siri Krogh
AU  - Bjerke, Annette Hessen
AU  - Mifsud, Louise
TI  - Primary Mathematics Teachers’ Understanding of Computational Thinking
PY  - 2022
JO  - Künstliche Intell.
VL  - 36
IS  - 1
SP  - 35
EP  - 46
DO  - 10.1007/s13218-021-00750-6
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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