Skip to main content
SpringerLink
Log in

Orchestration Between Computational Thinking and Mathematics

  • Conference paper
  • First Online:
Design, Learning, and Innovation (DLI 2021)

Included in the following conference series:

  • 328 Accesses

Abstract

The use of computational thinking (CT) in educational settings has increased in popularity in the last twenty years. The aim of the paper is there-by to unfold both CT and mathematics to develop an analytical model for analyzing mediating processes in teaching mathematics including CT. By applying a socio-cultural perspective, the mediation theory provides new opportunities for understanding the mediation process involved in the introduction of digital artifacts, such as robots in mathematic teaching. The research has a specific focus on the construction of knowledge through signs. The suggested model is intended as a tool to analyze the mediating processes that occur when using CT in mathematics and mathematics education. The proposed model includes two dimensions, where one of them concerns which perspective that is applied (either teacher- or student-centered), and the other dimension concerns the synergy between CT and mathematical concepts. These two dimensions produce different representations and are initiated in various ways.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 64.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 84.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Bocconi, S., Chioccariello, A., Dett ori, G., Ferrari, A., Engelhardt, K.: Developing computational thinking in compulsory education – implications for policy and practice. EUR 28295 EN. Rapport. Publications Office of the European Union, Luxembourg (2016). https://doi.org/10.2791/792158

  2. Papert, S.: Mindstorms. Children, Computers and Powerful Ideas. Basic Books, New York (1980)

    Google Scholar 

  3. Wing, J.M.: Computational thinking. Commun. ACM 49(3), 33–35 (2006)

    Article  Google Scholar 

  4. Gadanidis, G., Cendros, R., Floyd, L., Namukasa, I.: Computational thinking in mathematics teacher education. Contemp. Issues Technol. Teach. Educ. (CITE J.) 17(4), 458–477 (2017)

    Google Scholar 

  5. Pérez, A.: A framework for computational thinking dispositions in mathematics education. J. Res. Math. Educ. 49(4), 424–461 (2018). https://doi.org/10.5951/jre-sematheduc.49.4.0424

    Article  Google Scholar 

  6. Li, Y., et al.: Computational thinking is more about thinking than computing. J. STEM Educ. Res. 3(1), 1–18 (2020). https://doi.org/10.1007/s41979-020-00030-2

    Article  Google Scholar 

  7. Chongo, S., Osman, K., Nayan, N.A.: Level of Computational Thinking Skills among Secondary Science Student: Variation Across Gender (2020)

    Google Scholar 

  8. Vygotsky, L.S.: Mind in Society: The Development of Higher Mental Processes. Harvard University Press, Cambridge (1978). https://doi.org/10.2307/j.ctvjf9vz4

  9. Wertsch, J.V.: Mediation. In: Daniels, H., Cole, M., Wertsch, J.V. (eds.) The Cambridge Companion to Vygotsky, pp. 178–192. Cambridge University Press, New York. (2007). https://doi.org/10.1017/CCOL0521831040.008

  10. Steinbring, H.: What makes a sign a mathematical sign? – An epistemological perspective on mathematical interaction. Educ. Stud. Math. 61(1–2), 133–162 (2006). https://doi.org/10.1007/s10649-006-5892-z

    Article  Google Scholar 

  11. Hasan, R.: Semiotic mediation and mental development in pluralistic societies: some implications for tomorrow’s schooling. In: Wells, G., Claxton, G. (eds.) Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (2002)

    Google Scholar 

  12. Ma, J.: The synergy of Peirce and Vygotsky as an analytical approach to the multimodality of semiotic mediation. Mind Cult. Act. 21(4), 274–389 (2014)

    Article  Google Scholar 

  13. Brandsford, J.D., Brown, A., Cocking, R.R.: How People Learn, Brain, Mind, Experience, and School. National Academic Press, Washington D.C. (2000)

    Google Scholar 

  14. Lockwood, E., DeJarnette, A.F., Asay, A., Thomas, M.: Algorithmic thinking: an initial characterization of computational thinking in mathematics. In: North American Chapter of the International Group for the Psychology of Mathematics Education (2016)

    Google Scholar 

  15. Bartolini Bussi, M.G., Mariotti, M.A.: Semiotic mediation in the mathematics classroom: artifacts and signs after a Vygotskian perspective. In: English, L., Bartolini Bussi, M., Jones, G., Lesh, R., Tirosh, D. (eds.) Handbook of International Research in Mathematics Education, 2nd edn., pp. 746–783 (2008). https://doi.org/10.4324/9780203930236

  16. Barcelos, T.S., Silveira, I.F.: Teaching computational thinking in initial series: an analysis of the confluence among mathematics and computer sciences in elementary education and its implications for higher education. In: XXXVIII Conferencia Latinoamericana En Informatica (CLEI) (2012). https://doi.org/10.1109/CLEI.2012.6427135

  17. Barcelos, T., Muñoz-Soto, R., Villarroel, R., Merino, E., Silveira, I.: Mathematics learning through computational thinking activities: a systematic literature review. J. Univers. Comput. Sci. 24, 815–845 (2018)

    Google Scholar 

  18. Li, Y., Schoenfeld, A.H.: Problematizing teaching and learning mathematics as “given” in STEM education. Int. J. STEM Educ. 6(1), 1–13 (2019). https://doi.org/10.1186/s40594-019-0197-9

    Article  Google Scholar 

  19. Stamatis, P.: The impact of coding apps to support young children in computational thinking and computational fluency. A literature review. Frontiers Educ. 6, 1–12 (2021). https://doi.org/10.3389/feduc.2021.657895

    Article  Google Scholar 

  20. Goldenberg, P., Dougherty, B., Zbiek, R.M., Clements, D.: Developing Essential Understanding of Geometry and Measurement for Teaching Mathematics in Pre-K-Grade 2, National Council of Teachers (2014)

    Google Scholar 

  21. Kaup, C.F.: Examining educational staff’s expansive learning process, to understand the use of digital manipulative artefacts to support the students’ computational thinking and mathematical understanding. In: Donevska-Todorova, A., et al. (eds.) Proceedings of the 10th ERME Topic Conference: Mathematics Education in the Digital Age (MEDA), pp. 53–60. Johannes Kepler University Linz (2021)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Aalborg University, Kroghstræde 3, 9220, Aalborg East, Denmark

    Camilla Finsterbach Kaup

Authors
  1. Camilla Finsterbach Kaup
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Camilla Finsterbach Kaup .

Editor information

Editors and Affiliations

  1. Department of Culture and Learning, Aalborg University, Aalborg, Denmark

    Eva Brooks

  2. Halmstad University, Halmstad, Sweden

    Jeanette Sjöberg

  3. Aalborg University, Aalborg, Denmark

    Anders Kalsgaard Møller

Rights and permissions

Reprints and permissions

Copyright information

© 2022 ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Kaup, C. (2022). Orchestration Between Computational Thinking and Mathematics. In: Brooks, E., Sjöberg, J., Møller, A.K. (eds) Design, Learning, and Innovation. DLI 2021. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 435. Springer, Cham. https://doi.org/10.1007/978-3-031-06675-7_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-06675-7_6

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-06674-0

  • Online ISBN: 978-3-031-06675-7

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation