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Examining mathematics teachers’ creative actions in programming-based mathematical activities

Artigo2024

Huiyan Ye ORCID; Oi‐Lam Ng ORCID; Allen Yuk Lun Leung ORCID

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Resumo

Abstract There has been a renewed interest in creativity as a twenty-first century skill in K-12 mathematics education. However, previous research has paid less attention to creative actions than to other learning outcomes, which are often product- instead of process-based, especially in a programming context. Thus, situated in the context of mathematical learning in a block-based programming environment, Scratch, this study seeks to investigate how in-service mathematics teachers develop mathematical concepts and programming skills to demonstrate their creative actions as a form of professional development. By conducting task-based interviews and thematic analysis, we found that testing and iterative practices of reusing and remixing are two important kinds of creative actions inspired by the programming environment, which give rise to new possibilities for doing mathematics in terms of generating new ways to engage in mathematical processes and to understand mathematics from a computational perspective. Our findings will inform teacher education and professional development programs addressing creativity in technology-enhanced mathematics classrooms, with particular attention to the role of mathematics, programming, and their interplay in inspiring teachers’ (and students’) creative actions and new possibilities for doing mathematics.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 56, n. 4, p. 695-711
Editora
Springer Science+Business Media
Ano
2024 (2024-05-22)
Idioma
en
Palavras-chave
creative activity; mathematics teachers; block-based programming; Scratch; in-service teacher professional development; remix; iterative testing; computational thinking; creativity in mathematics education; technology in mathematics teaching
Temas
Formação de Professores de Matemática, Pensamento Computacional
DOI
10.1007/s11858-024-01579-7
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YE, Huiyan; NG, Oi‐Lam; LEUNG, Allen Yuk Lun. Examining mathematics teachers’ creative actions in programming-based mathematical activities. ZDM, v. 56, n. 4, p. 695-711, 2024. DOI: https://doi.org/10.1007/s11858-024-01579-7.

APA

Ye, H., Ng, O., & Leung, A. Y. L. (2024). Examining mathematics teachers’ creative actions in programming-based mathematical activities. ZDM, 56(4), 695-711. https://doi.org/10.1007/s11858-024-01579-7

BibTeX
@article{ye2024,
  author = {Ye, Huiyan and Ng, Oi‐Lam and Leung, Allen Yuk Lun},
  title = {Examining mathematics teachers’ creative actions in programming-based mathematical activities},
  year = {2024},
  journal = {ZDM},
  volume = {56},
  number = {4},
  pages = {695-711},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-024-01579-7},
  language = {en}
}
RIS
TY  - JOUR
AU  - Ye, Huiyan
AU  - Ng, Oi‐Lam
AU  - Leung, Allen Yuk Lun
TI  - Examining mathematics teachers’ creative actions in programming-based mathematical activities
PY  - 2024
JO  - ZDM
VL  - 56
IS  - 4
SP  - 695
EP  - 711
DO  - 10.1007/s11858-024-01579-7
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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