Perez, Arnulfo
A Framework for computational thinking dispositions in mathematics education - p. 424 - 461
This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions—tolerance for ambiguity, persistence, and collaboration—and facilitate integration of CT in mathematics learning. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections.
Computational thinking
Learinng dispositions
Mathematical thinking
STEM engagement
510.7 / Per
A Framework for computational thinking dispositions in mathematics education - p. 424 - 461
This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions—tolerance for ambiguity, persistence, and collaboration—and facilitate integration of CT in mathematics learning. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections.
Computational thinking
Learinng dispositions
Mathematical thinking
STEM engagement
510.7 / Per