Abstract
This document presents the results of a study aimed to identify disciplinary knowledge of mathematics and pre-service science teachers while understanding and designing a programming algorithm. For this, a block programming experience with Arduino UNO boards was designed and an interpretative content analysis of the data recorded in the experience was developed. The results show that two groups of preservice teachers exhibit both explicit and implicit basic disciplinary knowledge. This study suggests that science teachers can fluently guide students in making explicit the relationship between algorithms and disciplinary knowledge.
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Acknowledgments
We are grateful to the Committee for the Development of Research of the University of Antioquia for financing the project “Foundation and development of a STEM training proposal for future mathematics teachers.” In the same way, we express our gratitude to the Doctoral Excellence Scholarship Program of the Bicentennial of MinCiencias-Colombia for financing the project “Design and validation of a STEM training proposal for teachers of the Department of Antioquia.”
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Carmona-Mesa, J.A., Quiroz-Vallejo, D.A., Villa-Ochoa, J.A. (2022). Disciplinary Knowledge of Mathematics and Science Teachers on the Designing and Understanding of Robot Programming Algorithms. In: Merdan, M., Lepuschitz, W., Koppensteiner, G., Balogh, R., Obdržálek, D. (eds) Robotics in Education. RiE 2021. Advances in Intelligent Systems and Computing, vol 1359. Springer, Cham. https://doi.org/10.1007/978-3-030-82544-7_16
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