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AI-Assisted Integration of Computational Thinking: Pre-Service Teachers' Experiences in Early Childhood Mathematics Education

Artigo2025

Hae Min Yu ORCID; Seung H. Kim ORCID; Hyeseong Lee ORCID

Acesso restrito Página oficial: AI-Assisted Integration of Computational Thinking: Pre-Service Teachers' Experiences in Early Childhood Mathematics Education (abre em nova aba)

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Resumo

This study examined how pre-service teachers utilize artificial intelligence (AI) tools to integrate computational thinking (CT) in early childhood mathematics education. Through a qualitative case study guided by the TPACK framework, we examined 24 early childhood pre-service teachers enrolled in a mathematics methods course as they developed CT-integrated math lesson plans using AI assistance. Data sources included pre- and post-course open-ended questionnaires, CT exploration assignments, AI interaction documentation, lesson plans, and reflection papers. The findings revealed three patterns in how pre-service teachers leveraged AI as a scaffold: generating initial ideas for CT integration, refining these ideas for specific teaching contexts, and clarifying CT concepts for deeper understanding. Pre-service teachers demonstrated strategic decision-making in their AI use, successfully designing developmentally appropriate CT-integrated activities while maintaining professional judgment in content adaptation. This study highlights the critical need for structured approaches to AI integration in teacher preparation programs that effectively balance technological proficiency with pedagogical integrity. The implications suggest the importance of developing comprehensive frameworks for AI use in early childhood teacher preparation, addressing both theoretical foundations and practical implementation strategies.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Early Childhood, v. 57, n. 3, p. 987-1015
Editora
Springer Science+Business Media
Ano
2025 (2025-06-26)
Idioma
en
Palavras-chave
Artificial Intelligence; Technology Uses in Education; Computation; Thinking Skills; Preservice Teachers; Mathematics Teachers; Early Childhood Education; Mathematics Education; Methods Courses; Lesson Plans; Decision Making; Integrated Activities; Technology Integration; Preservice Teacher Education; artificial intelligence in education; computational thinking; pre-service teachers; early childhood mathematics education; TPACK framework; mathematics methods courses; lesson planning; teacher education curriculum; professional judgment
Temas
Currículo, Formação de Professores de Matemática, Pensamento Computacional
DOI
10.1007/s13158-025-00434-4
ISSN
0020-7187, 1878-4658
Acesso
Acesso restrito
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YU, Hae Min; KIM, Seung H.; LEE, Hyeseong. AI-Assisted Integration of Computational Thinking: Pre-Service Teachers' Experiences in Early Childhood Mathematics Education. International Journal of Early Childhood, v. 57, n. 3, p. 987-1015, 2025. DOI: https://doi.org/10.1007/s13158-025-00434-4.

APA

Yu, H. M., Kim, S. H., & Lee, H. (2025). AI-Assisted Integration of Computational Thinking: Pre-Service Teachers' Experiences in Early Childhood Mathematics Education. International Journal of Early Childhood, 57(3), 987-1015. https://doi.org/10.1007/s13158-025-00434-4

BibTeX
@article{yu2025,
  author = {Yu, Hae Min and Kim, Seung H. and Lee, Hyeseong},
  title = {AI-Assisted Integration of Computational Thinking: Pre-Service Teachers' Experiences in Early Childhood Mathematics Education},
  year = {2025},
  journal = {International Journal of Early Childhood},
  volume = {57},
  number = {3},
  pages = {987-1015},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s13158-025-00434-4},
  language = {en}
}
RIS
TY  - JOUR
AU  - Yu, Hae Min
AU  - Kim, Seung H.
AU  - Lee, Hyeseong
TI  - AI-Assisted Integration of Computational Thinking: Pre-Service Teachers' Experiences in Early Childhood Mathematics Education
PY  - 2025
JO  - International Journal of Early Childhood
VL  - 57
IS  - 3
SP  - 987
EP  - 1015
DO  - 10.1007/s13158-025-00434-4
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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