Prospective Mathematics and Sciences Teachers' Views on Coding and Computational Thinking
Ami Mamolo · Proceedings of the 2019 AERA Annual Meeting · 2019
Prospective mathematics and sciences teachers' views on coding and computational thinkingComputational thinking (CT) has had a place in mathematics and sciences learning and education research since early experiments with Logo (e.g., Papert, 1980).Current research has focused on benefits and connections for elementary school learning (e.g., Brennan & Resnick, 2012;Floyd et al., 2015;Gadanidis, 2015;Sneider et al., 2014).With increasing integration of computational applications in professional mathematical and scientific endeavors, the push to introduce learners to CT practices has also increased (e.g., Bailey & Borwein, 2011;Henderson, Cortina, & Wing, 2007;Wing, 2006).Weintrop et al. (2016) note: "In the last 20 years, nearly every field related to science and mathematics has seen the growth of a computational counterpart."(p.128).We are interested in the ideas of prospective mathematics and sciences teachers, as we see their roles as pivotal in introducing and developing such initiatives for pupils.