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|Title:||Thinking through Representation: Interpreting Representational Fluency Across Contexts in Computational Thinking Enhanced Activities.|
|Authors:||Fofang, Janet Bih|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Fofang, J. B., Weintrop, D., Moon, P., & Elby, A. (2021). Thinking through Representation: Interpreting Representational Fluency Across Contexts in Computational Thinking Enhanced Activities.. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 979-980). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||In this study, we explore how fourth-grade students were able to navigate abstract and concrete Computational thinking (CT) and mathematics concepts using representational fluency. Technology-enhanced CT environments require a certain level of cognitive attention to translate between concepts, this due to the multimodal nature of these environments. How do fourth-grade students use representational fluency to engage in CT and mathematics using Sphero robots? To address this question, we observed two pairs of fourth-grade students who were engaged in programming the Sphero robot to navigate a prime number maze during a mathematics lesson. We found that the students used representational fluency to navigate concrete and abstract concepts. They used language and embodied gestures as forms of representational fluency to navigate the environment. Implications for this study are drawn for the design of CT activities that provide opportunities for the development of representational fluency to develop for young learners.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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