Developing Preservice Elementary Teachers' Conceptions of CT in a Mathematics Content Course

• In Event: Preparing Computationally Literate Teacher Educators: A Professional Development Approach

Abstract

Objectives
CT is increasingly emphasized in K-12 education. Thus, it is important to consider how teacher education programs might better prepare pre-service teachers (PSTs) to include CT in school curricula. Barr and Stephenson (2011) state that teacher preparation is essential to successful K-12 CT implementation. Bower and Falkner (2015) found, however, that PSTs lack understanding of what CT entails and how to develop students’ CT in their future practice. Further, Yadav et al. (2014) note that it is important to “develop teachers’ understanding of computational thinking in the context of the subject matter they teach (p.14)” so that teachers gain more than an ‘abstract’ understanding of CT. This work addresses how preservice elementary teachers conceptualize CT in mathematics. In order to inform efforts to support PSTs in developing CT proficiency in the context of mathematics, we present an analysis of preservice elementary teachers’ coursework and discussions as they engaged with CT in a mathematics course.

Perspectives
With increased attention to CT, teacher educators must effectively design context-based opportunities that support PST’s CT proficiency. Yadav et al. (2014) contend that without these opportunities teachers’, “knowledge will remain inert and they will be unable to incorporate it into their teaching”(p.14). A number of factors, including PST’s knowledge, dispositions, and efficacy beliefs (Holden & Rada, 2011), are considered in this effort. In this work, in order to identify critical aspects of PST’s CT-math integration, we focused on PST’s developing conceptions while incorporating CT in a mathematics course.

Methods
In Spring 2021, 36 pre-service elementary teachers enrolled in a semester-long Mathematics for Teachers course. Mathematics activities supported PSTs in developing conceptual understanding of mathematics as well as knowledge and skill for teaching mathematics with CT. Participants engaged in discussion, completed a multistep project and pre/post assessments designed to gauge their CT conceptions.

Data Sources
Qualitative content analysis (Berg, 2004) was used to identify PST’s dispositions and understandings regarding CT-math integration. Data were extracted from discussions, pre/post assessments, and the course project. Manual content analysis was used and text was coded to describe PST’s conceptions and dispositions. Codes spanned multiple categories. Within each category, emergent themes were identified.

Results
Most PSTs entered the math course with little or no knowledge of CT. Preliminary results indicate that PSTs developed knowledge of basic CT concepts, recognized benefits of using CT resources in mathematics, and identified CT ideas in existing activities that addressed basic mathematical skills. In general, PSTs were challenged by applying CT while developing conceptual understanding of new mathematics topics.

Scholarly Significance
This work addresses the need to prepare pre-service elementary teachers to integrate CT with mathematics. While PSTs began with limited CT knowledge and struggled to connect conceptual understandings of new mathematics and CT, they demonstrated positive dispositions and made some connections with CT and prior mathematical knowledge. Future work should further address practices that promote deep understanding of mathematical ideas through CT.

Author

• Delayne Johnson, Delaware State University