Research Article
Orchestration Between Computational Thinking and Mathematics
@INPROCEEDINGS{10.1007/978-3-031-06675-7_6, author={Camilla Finsterbach Kaup}, title={Orchestration Between Computational Thinking and Mathematics}, proceedings={Design, Learning, and Innovation. 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings}, proceedings_a={DLI}, year={2022}, month={5}, keywords={Computational thinking Mathematics Primary level Mediating artifacts}, doi={10.1007/978-3-031-06675-7_6} }- Camilla Finsterbach Kaup
Year: 2022
Orchestration Between Computational Thinking and Mathematics
DLI
Springer
DOI: 10.1007/978-3-031-06675-7_6
Abstract
The use of computational thinking (CT) in educational settings has increased in popularity in the last twenty years. The aim of the paper is there-by to unfold both CT and mathematics to develop an analytical model for analyzing mediating processes in teaching mathematics including CT. By applying a socio-cultural perspective, the mediation theory provides new opportunities for understanding the mediation process involved in the introduction of digital artifacts, such as robots in mathematic teaching. The research has a specific focus on the construction of knowledge through signs. The suggested model is intended as a tool to analyze the mediating processes that occur when using CT in mathematics and mathematics education. The proposed model includes two dimensions, where one of them concerns which perspective that is applied (either teacher- or student-centered), and the other dimension concerns the synergy between CT and mathematical concepts. These two dimensions produce different representations and are initiated in various ways.
