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Effects of computational thinking development on primary-grade mathematics learning
Junru YANG, Gary Wong

Last modified: 2017-05-11

Abstract


Since Jeanette Wing put forward the educational term of “Computational Thinking” (Wing, 2006) in 2006, it has been regarded as an ability that developing by programming. Most of current research focus on the way of CT development in higher education, only a few studies investigate relationships of computational thinking and other subjects in primary school. (Lye & Koh, 2014)

This paper focuses on effects of computational thinking on primary mathematical learning. With quantitative and qualitative mixed approach, it will explore how CT affects students’ mathematical problem solving ability in primary school.

There are two research questions in this study:

  1. What effects may CT have toward mathematics learning?
  2. Does students’ mathematical problem solving ability have been improved after programming learning? How?

During the study, I will choose Year5 students in international school as cases to follow changes before and after programming learning. The study will explain relationships of CT and mathematics in two dimensions: learning outcomes and individual changing process.

It may provide empirical transdisciplinary experience in how to embed CT development throughout other subjects in primary education. Implications on curriculum designing for primary study are offered by this exploration.

 

Bibliography

Lye, S. Y., & Koh, J. H. (2014, December). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61.

Wing, J. M. (2006, March). Computational Thinking. Communications of the ACM, 33-35.