Prospective Mathematics and Sciences Teachers' Views on Coding and Computational Thinking

• In Event: 66.049 - The Integration of Math and Science for Culturally Responsive Teaching

Abstract

This preliminary research is part of a broader study which investigates prospective teachers’ evolving understanding of computational thinking (CT) and coding and their applicability to classroom teaching. Current trends suggest that coding will become increasingly prevalent in schools, yet there are limited supports for teachers wishing to accrue relevant experiences. This paper focuses on participants’ naïve conceptions and possible distinctions between CT and coding as a means to highlight considerations for curriculum developers whose target audience will have limited prior exposure to the subject matter.

Authors

• Ami Mamolo, University of Ontario Institute of Technology

• Chantal Buteau, Brock University

• Eric Muller