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Computational Thinking Practices as Tools for Creating High Cognitive Demand Mathematics Instruction

Artigo2024

Kathryn M. Rich; Aman Yadav; Charles J. Fessler

Metadados apenas Página oficial: Computational Thinking Practices as Tools for Creating High Cognitive Demand Mathematics Instruction (abre em nova aba)

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Resumo

One characteristic of high-quality mathematics teaching is supporting students in engaging in tasks of high cognitive demand. In this paper, we explore relationships between two elementary teachers' efforts to integrate computational thinking (CT) practices--abstraction, debugging, and decomposition--into their mathematics instruction and their development of high-level tasks. Teachers engaged in professional development sessions about CT. Using their mathematics curriculum materials as a starting point, teachers then planned mathematics lessons to incorporate attention to at least one CT practice. Researchers transcribed their conversations and qualitatively coded the transcripts using an established framework for assessing the cognitive demand of tasks posed to students. Analyses of the planning conversations suggested that encouraging these teachers to examine their mathematics curriculum materials through the lens of CT practices supported them in adapting tasks from their curriculum materials in ways that raised the cognitive demand. Implications for the use of CT in elementary mathematics teacher education are discussed.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2024
Idioma
en
Palavras-chave
Mental Computation; Thinking Skills; Mathematics Instruction; Elementary School Mathematics; Elementary School Teachers; Skill Development; Professional Development; Curriculum Implementation; Cognitive Processes; Difficulty Level; Mathematics Materials; Material Development
Temas
Currículo, Formação de Professores de Matemática, Pensamento Computacional
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
RICH, Kathryn M.; YADAV, Aman; FESSLER, Charles J.. Computational Thinking Practices as Tools for Creating High Cognitive Demand Mathematics Instruction. Journal of Mathematics Teacher Education, 2024. Disponível em: http://dx.doi.org/10.1007/s10857-022-09562-3. Acesso em: 5 nov. 2026.

APA

Rich, K. M., Yadav, A., & Fessler, C. J. (2024). Computational Thinking Practices as Tools for Creating High Cognitive Demand Mathematics Instruction. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-022-09562-3

BibTeX
@article{rich2024,
  author = {Rich, Kathryn M. and Yadav, Aman and Fessler, Charles J.},
  title = {Computational Thinking Practices as Tools for Creating High Cognitive Demand Mathematics Instruction},
  year = {2024},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-022-09562-3},
  language = {en}
}
RIS
TY  - JOUR
AU  - Rich, Kathryn M.
AU  - Yadav, Aman
AU  - Fessler, Charles J.
TI  - Computational Thinking Practices as Tools for Creating High Cognitive Demand Mathematics Instruction
PY  - 2024
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-022-09562-3
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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