Computational Thinking in K-12: An analysis with Mathematics Teachers

Janice Teresinha Reichert; Dante Augusto Couto Barone; Milton Kist

doi:10.29333/ejmste/7832

Full Text (PDF)

Janice Teresinha Reichert ¹ ^* , Dante Augusto Couto Barone ², Milton Kist ¹

More Detail

¹ Federal University of the Fronteira Sul - UFFS, BRAZIL
² Federal University of Rio Grande do Sul - UFRGS, BRAZIL
^* Corresponding Author

Abstract

The article highlights and discusses aspects about the initial perceptions of Computational Thinking of a group of Mathematics teachers in K-12, estimates the contributions of a continuing education course on the subject and addresses possible changes in the participants’ way of teaching. The case study was conducted through continuing education course and focused on the application of questionnaires with open and closed questions, as well as reports on the inclusion of activities, by the participants, in their teaching practice. The answers were analyzed from a qualitative perspective and the results obtained point to an initial lack of knowledge of the participants about the subject, especially in their relations with the field of mathematics. The offering of the course led to a significant learning on the subject, development of methodologies for the introduction of Computational Thinking in mathematics classes and reflections on how to teach and learn.

Keywords

Brazil’s common national base curriculum
K-12
continuing education
computational thinking

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/7832

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 6, Article No: em1847

Publication date: 17 Mar 2020

Article Views: 2410

Article Downloads: 1291

Open Access References How to cite this article

References

Barcelos, T. S., & Silveira, I. F. (2012). Pensamento Computacional e Educação Matemática: Relações para o Ensino de Computação na Educação Básica. XX Workshop sobre Educação em Computação (WEI), Curitiba, Paraná, Brasil.
Barcelos, T., Muñoz, R., Villarroel, R., & Silveira, I. (2018). A Systematic Literature Review on Relationships Between Computational Thinking and Mathematics. Journal on Computational Thinking, 2(1), 23-35. https://doi.org/10.14210/ijcthink.v2.n1.p23
Barros, T. T. T., Reategui, E. B., Meira, R. R., & Teixeira, A. C. (2018). Avaliando a Formação de Professores no Contexto do Pensamento Computacional. Novas Tecnologias na Educação, 16(2), 556-565. https://doi.org/10.22456/1679-1916.89274
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? Inroads, 2, 48-54. https://doi.org/10.1145/1929887.1929905
BBC Learning. What is computational thinking? (2015). Retrieved on December 5, 2019 from http://www.bbc.co.uk/education/guides/zp92mp3/revision
Bell, T., Witten, I. H., & Fellows, M. (2015). CS Unplugged: An enrichment and extension programme for primary-aged students. Adapted for classroom use by Robyn Adams and Jane McKenzie. Retrieved on May 14, 2019 from https://classic.csunplugged.org/
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). Developing computational thinking in compulsory education-implications for policy and practice. Seville: Join Research Center (European Commission). Retrieved on October 21, 2019 from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC104188/jrc104188_computhinkreport.pdf
Boucinha, R., Barone, D., Reichert, J., Brackmann, C., & Schneider, A. (2019). Relationship between the Learning of Computational thinking and the Development of Reasoning. International Journal of Advanced Engineering Research and Science, 6(6), 623-631. https://doi.org/10.22161/ijaers.6.6.71
Brackmann, C. P., Barone, D. A. C., Boucinha, R. M., & Reichert, J. (2019). Development of Computational Thinking in Brazilian Schools with Social and Economic Vulnerability: How to Teach Computer Science Without Machines. International Journal for Innovation Education and Research, 7(4), 79-96. https://doi.org/10.31686/ijier.Vol7.Iss4.1390
BRASIL. (2018). Ministério da Educação. Base Nacional Comum Curricular. Retrieved on March 29, 2019 from http://basenacionalcomum.mec.gov.br/
CODE.ORG. (2015). Instructor Handbook - Code Studio Lesson Plans for Courses One, Two, and Three. Retrieved on February 5, 2019, from https://code.org/curriculum/docs/k-5/complete.pdf
Curzon, P., Cutts, Q. I. , & Bell, T. (2009) Enthusing and inspiring with reusable kinesthetic activities. In: ITiCSE ‘09 Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, Paris, France, 3(7), 94-98. https://doi.org/10.1145/1595496.1562911
Curzon, P., Mcowan, P. W., Plant, N., & Meagher, L. R. (2014). Introducing teachers to computational thinking using unplugged storytelling, ACM Press, 89-92. https://doi.org/10.1145/2670757.2670767
Guzdial, M. (2008). Education: Education: Paving the way for computational thinking. Communications of the ACM, 51(8), 25-27. https://doi.org/10.1145/1378704.1378713
Haseski, H. I., Ilic, U., & Tugtekin, U. (2018). Defining a New 21st Century Skill-Computational Thinking: Concepts and Trends. International Education Studies, 11(4), 29-42. https://doi.org/10.5539/ies.v11n4p29
Holmes, K., Prieto-Rodriguez, E., Hickmott, D., & Berger, N. (2018). Using coding to teach mathematics: results of a pilot project. Integrated Education for the Real World: 5Th International Stem in Education Conference: Post-Conference Proceedings, Queensland University of Technology, Brisbane, Australia, 152-158. Retrieved on December 5, 2019 from https://stem-in-ed2018.com.au/wp-content/uploads/2019/02/5th-International-STEM-in-Education-Post-Conference-Proceedings-2018.pdf
Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2019). Exploring an innovative approach to teaching mathematics through the use of challenging tasks: A New Zealand perspective. Mathematics Education Research Journal, 1-26. https://doi.org/10.1007/s13394-019-00266-1
ISTE/ CSTA. (2011). Computational Thinking Teacher Resource. 2 ed. Retrieved on July 29, 2019 from www.iste.org/docs/ct-documents/ct-teacher-resources_2ed-pdf.pdf?sfvrsn=2
Kalelioglu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596.
Kong, S. C., & Abelson, H. (Editors). (2019). Computational Thinking Education. Springer Open: Singapore. https://doi.org/10.1007/978-981-13-6528-7
Leikin, R., Levav-Vineberg, A., Gurevich, I., & Mednikov, L. (2006). Implementation of multiple solution connecting tasks: Do students’ attitudes support teachers’ reluctance? FOCUS on Learning Problems in Mathematics, 28, 1-22.
Liukas, L. (2015). Hello Ruby: adventures in coding. United States of America: Feiwel & Friends.
Mailizar, M., & Fan, L. (2020). Indonesian Teachers’ Knowledge of ICT and the Use of ICT in Secondary Mathematics Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1799. https://doi.org/10.29333/ejmste/110352
Matos Filho, M. A. S., Da Silva, J. E. M. R., & Queiroz, S. M. (2008). O Uso do Computador no Ensino de Matemática: implicações nas Teorias Pedagógicas a Infraestrutura Escolar. EDUCERE: Comunicação e Tecnologia. Retrieved on September 11, 2019 from https://educere.pucpr.br/p19/anais.html
Molina, R. K., & Schlemmer, E. (2011). O uso das tecnologias de informação e comunicação (TIC) em contextos escolares e a melhoria da qualidade da educação. Práxis Educacional, Ponta Grossa, 6(1), 91-100. https://doi.org/10.5212/PraxEduc.v.6i1.0009
Nacarato, A. M., Mengali, B. L. S., & Passos, C. L. B. (2011). A Matemática nos anos iniciais do Ensino Fundamental: tecendo fios do ensinar e do aprender. Belo Horizonte: Autêntica.
Nascimento, S. P. (2015). As TIC na formação continuada de professores: desafios para os núcleos de tecnologia educacional no Estado de Goiás. 134 f. (Master’s Dissertation in Education), Centro Universitário de Anápolis - UniEvangélica, Anápolis, Goiás, Brasil.
Oliveira, G. S. (2009). Crenças de professores dos primeiros anos do Ensino Fundamental sobre a prática pedagógica em Matemática. 206 f. (Tese de Doutorado em Educação), Faculdade de Educação, Universidade Federal de Uberlândia, Uberlândia, MG, Brasil.
Oliveira, G. S., & Baraúna, S. M. (2012). Reflexões sobre a prática pedagógica de Matemática no Ensino Médio. In R. V. Puentes, O. F. Aquino, & A. M. Longarezi (Org.) Ensino Médio, processos, sujeitos e docência. Uberlândia: EDUFU, Minas Gerais, Brasil, 267-289.
Pasqual Júnior, P. A., & De Oliveira, S. (2019). Pensamento Computacional: Uma Proposta de Oficina para a Formação de Professores. Novas Tecnologias na Educação, 17(1), 62-71. https://doi.org/10.22456/1679-1916.95707
Papert, S., & Solomon, C. (1971). Twenty things to do with a Computer. Educational Technology Magazine. Artificial Intelligence Memo Number 248, 1-41.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, A Division of Harper Collins Publishers, Inc.
Papert, S. (1993). Children’s Machine: Rethinking School in the Age of the Computer. Basic Books, A Division of Harper Collins Publishers, Inc.
Peralta, H., & Costa, F. (2007). Competência e confiança dos professores no uso das TIC. Síntese de um estudo internacional (on-line version). Sísifo. Revista de Ciências da Educação, 3, p.77-86. Retrieved on December 5, 2019 from http://hdl.handle.net/10451/7028
Piaget, J. (1976). The Grasp of Consciousness: Action and Concept in the Youg Child. Cambridge, Mass: Harvard University.
Prado, M. E. B. B., & Martins, M. C. (2001). A mediação pedagógica em propostas de formação continuada de professores em informática na educação. In: Congresso Internacional de Educação a Distância, ABED, Brasília, Brasil. Retrieved on June 9, 2019 from http://www2.abed.org.br/visualizaDocumento.asp?Documento_ID=12
Prieto-Rodriguez, E., & Berretta, R. (2014). Digital Technology Teachers’ Perceptions of Computer Science: It is not all about programming. IEEE Frontiers in Education Conference Proceedings, (Madrid 22-25 October, 2014), 897-901. https://doi.org/10.1109/FIE.2014.7044134
Rocha, A. K. D. O., & Prado, M. E. B. B. (2014). Uma abordagem tecnológica na formação do professor de Matemática. Revista Tecnologias na Educação, 6(11), 1-8.
Royal Society. (2012). Shut down or restart? The way forward for computing in UK schools. Royal Society. Retrieved on December 8, 2019 from https://royalsociety.org/-/media/education/computing-in-schools/2012-01-12-computing-in-schools.pdf
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Sullivan, P. (2019). Teaching with challenging tasks in the first years of school: What are the obstacles and how can teachers overcome them? Australian Primary Mathematics Classroom, 24(1), 11-18
Sadovysky, P. (2007). Ensino de Matemática hoje: Enfoque, sentido e desafios. São Paulo: Ática.
Saito, F. S., & Ribeiro, P. N. S. (2013). (Multi)letramento(s) digital(is) e teoria do posicionamento: análise das práticas discursivas de professores que se relacionam com as tecnologias da informação e comunicação no ensino público. RBLA, Belo Horizonte, 13(1), 37-65. https://doi.org/10.1590/S1984-63982012005000017
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2001). Experimental and Quasi-Experimental Designs for Generalized Causal Inference (2nd Edition), Boston, Cengage Learning.
Sociedade Brasileira de Computação. (2017). Referenciais de Formação em Computação: Educação Básica. Retrieved on December 5, 2019 from http://www.sbc.org.br/educacao/diretrizes-para-ensino-de-computacao-na-educacao-basica
Valente, J. A. (2016). Integração do pensamento computacional no currículo da educação básica: diferentes estratégias usadas e questões de formação de professores e avaliação do aluno. Revista e-Curriculum, 14(3), 864-897.
Valente, J. A. (2019). Pensamento Computacional, Letramento Computacional ou Competência Digital? Novos desafios da educação. Revista Educação e Cultura Contemporânea, 16(43), 147-168. https://doi.org/10.5935/2238-1279.20190008
Vieira, M. F. (2015), Efetivação do uso de Tecnologias na Educação: Desafios na formação de recursos humanos. In XXXV Congresso da Sociedade Brasileira de Computação (CSBC 2015 - DesafIE 2015), Universidade Federal de Pernambuco (UFPE).
Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J. T. (2011). Introducing Computational Thinking in Education Courses. SIGCSE 11, March 9-12, Dallas, Texas, USA. https://doi.org/10.1145/1953163.1953297
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2014). Social Issues in Computing. https://doi.org/10.1109/MC.2014.179
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Trans. Comput. Educ. 14(1), Article 5 (March 2014), 16 pages. https://doi.org/10.1145/2576872
Yadav, A., Stephenson, C., & Hong. H. (2017). Computational Thinking for Teacher Education. Communications of the ACM., 60(4), 56-62. https://doi.org/10.1145/2994591

How to cite this article

APA

Reichert, J. T., Couto Barone, D. A., & Kist, M. (2020). Computational Thinking in K-12: An analysis with Mathematics Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1847. https://doi.org/10.29333/ejmste/7832

Vancouver

Reichert JT, Couto Barone DA, Kist M. Computational Thinking in K-12: An analysis with Mathematics Teachers. EURASIA J Math Sci Tech Ed. 2020;16(6):em1847. https://doi.org/10.29333/ejmste/7832

AMA

Reichert JT, Couto Barone DA, Kist M. Computational Thinking in K-12: An analysis with Mathematics Teachers. EURASIA J Math Sci Tech Ed. 2020;16(6), em1847. https://doi.org/10.29333/ejmste/7832

Chicago

Reichert, Janice Teresinha, Dante Augusto Couto Barone, and Milton Kist. "Computational Thinking in K-12: An analysis with Mathematics Teachers". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 6 (2020): em1847. https://doi.org/10.29333/ejmste/7832

Harvard

Reichert, J. T., Couto Barone, D. A., and Kist, M. (2020). Computational Thinking in K-12: An analysis with Mathematics Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1847. https://doi.org/10.29333/ejmste/7832

MLA

Reichert, Janice Teresinha et al. "Computational Thinking in K-12: An analysis with Mathematics Teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 6, 2020, em1847. https://doi.org/10.29333/ejmste/7832