Infusing Computational Thinking Instruction into Elementary Mathematics and Science: Patterns of Teacher Implementation

ID: 54544 Type: Brief Paper
  1. Kathryn Rich and Aman Yadav, Michigan State University, United States

Tuesday, March 19 3:20-3:40 PM Location: Sunset 2 View on map

Presider: Nari Kim

Abstract: In this brief paper, we will share preliminary results of a study of how elementary-school teachers take up computational thinking (CT) ideas and incorporate them into their mathematics and science teaching. We describe the teachers’ school contexts, the professional development experiences in which they engaged, and our preliminary analyses of how they used computational thinking within their enacted lessons. In brief, the seven teachers in this study exhibited three patterns of implementation: (1) using computational thinking to guide their own planning and thinking; (2) using computational thinking to structure their lessons; and (3) presenting computational thinking concepts to students as general problem solving strategies.


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