Integrating Computational Thinking in Mathematics and Science Teacher Education
With current advocacy to include computational thinking (CT) skills in the elementary and secondary curriculum, the demands on teacher education have focused on improving teacher knowledge about CT and how to integrate it into their teaching practice. This paper presents a case study of a computational thinking course for mathematics and science preservice teachers. Through a qualitative analysis of online discussions and reflective assignments, we assessed what teacher candidates (TCs) learned during the course. Results show that resources and activities developed in the course influenced TCs understandings about CT definitions, affordances, pedagogical approaches, and tools.