A Framework for computational thinking dispositions in mathematics education
By: Perez, Arnulfo.
Material type:
ArticleDescription: p. 424 - 461.Subject(s): Computational thinking | Learinng dispositions | Mathematical thinking | STEM engagementDDC classification: 510.7 / Per
In:
Journal for Research in Mathematics Education, 49(4) July 2018Summary: 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.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| Journal Article | Article | 510.7 / Per (Browse shelf) | Available | ar3569 |
Total holds: 0
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.
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