Computational Thinking in K-12: An analysis with Mathematics Teachers
Janice Teresinha Reichert 1 * , Dante Augusto Couto Barone 2, Milton Kist 1
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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.

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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

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