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Title: Teachers’ Conceptualizations of Computational and Mathematical Thinking
Authors: Walton, Margaret
Walkoe, Janet
Elby, Andrew
Fofang, Janet Shufor Bih epse
Weintrop, David
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Walton, M., Walkoe, J., Elby, A., Fofang, J. S., & Weintrop, D. (2020). Teachers’ Conceptualizations of Computational and Mathematical Thinking. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2053-2060). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: The importance of integrating computational thinking (CT) into existing school structures, like core content domains, has emerged from efforts to improve computer science education in the U.S. In the past, computer science has often been treated as an elective or enrichment activity, which limits students’ exposure to foundational computing ideas, especially in underserved schools. However, given the ubiquity technology plays in our lives, it is imperative that all students have access to CT. Few studies have focused on how pre-service teachers (PSTs) learn about CT. Some researchers argue that CT integration into K-12 education belongs in teacher preparation programs and that teacher educators should develop courses aimed at supporting PSTs’ understanding of CT in the context of schools. This paper explores the ways in which PSTs begin to understand CT and how they work to integrate CT into their core subject areas.
Appears in Collections:ICLS 2020

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