Applying Computational Thinking to Support Elementary Preservice Teachers’ Mathematical Problem Posing

• In Event: Innovative Approaches in Mathematics and Science Teacher Preparation: Computational Thinking, AI Integration, and Data Science for Enhanced Pedagogy

Abstract

Drawing on pre-service teachers’ (PSTs) artifacts and reflections from an undergraduate mathematics methods course at a public, urban Minority Serving Institution, this paper illustrates how PSTs can apply computational thinking (CT) practices like abstraction, decomposition, algorithmic thinking, and debugging to mathematical problem posing and task revision. We found three overarching ways that PSTs applied CT to increase the cognitive demand of mathematics problems: 1) adding more applications of the same or different mathematical skill, 2) asking students to engage in the mathematical practice of constructing an argument about the same skill, and 3) providing opportunities for students to apply other mathematical practices. We conclude with a discussion of the affordances, limitations, and implications of applying CT to mathematics teacher education.

Authors

• Grace Pai, Queens College - CUNY

• Michael Perrone, Queens College - CUNY