Understanding How Teachers Learn to Connect Computational Thinking and Mathematics within a Coding Environment

• In Event: CS and STEM Teacher Learning

Short Description

This research presents a case study of undergraduate elementary pre-service teachers (PSTs) following a five-week-long intervention aimed at teaching the integration of coding into elementary mathematics education curricula. Computational thinking (CT) frameworks functioned as a conceptual bridge between coding and mathematics. Notable findings include (1) a deepened understanding of CT-mathematics connections made for varying instructional purposes and (2) the conception of a categorical way to define how these connection types varied in quality.

Authors

• Presenter: Cory Gleasman, Tennessee Tech University

• Contributor: ChanMin Kim, Penn State University