COMPUTATIONAL PRACTICES IN MATHEMATICS EDUCATION: EXPERTS' OPINIONS
Sylvia Patricia van Borkulo, Maria Kallia, Paul H. M. Drijvers, Erik Barendsen, Jos Tolboom · 2021
Computational thinking (CT) has gained much attention over the last decades. Because of its strong focus on problem solving, CT has the potential to contribute to mathematical problem solving and mathematical thinking. Therefore, CT might fruitfully be addressed in mathematics education. How to do so in mathematics education practice, however, is largely unknown. In this study, we explored the opportunities of integrating CT in mathematics education practice using a three-round Delphi questionnaire with 25 teachers and researchers, and follow-up in-depth interviews with eight teachers. The results of the Delphi study showed an agreement on the usefulness of both digital and unplugged activities, including programming, for developing CT skills. From the interviews, however, a strong wish for concrete teaching examples and practical guidelines arose, as well as a concern about time constraints. These findings call for (a) the development of concrete examples using easy-to-use tools, and (b) the embedment of CT in the mathematics curricula.