Coding Connections at the Interface of Algebra and Physical World Concepts

Autor/inn/en	Suters, Leslie; Suters, Henry; Anderson, Adam
Titel	Coding Connections at the Interface of Algebra and Physical World Concepts
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Algebra; Mathematics Instruction; Pedagogical Content Knowledge; Programming; Course Content; Teaching Methods; Robotics; Computer Software; Thinking Skills; Science Teachers; Mathematics Teachers; Problem Solving; Teacher Surveys; Teacher Attitudes; Instructional Innovation; Summer Programs; Faculty Development; Scientific Concepts; Programming Languages; Technological Literacy; Program Descriptions; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Programmierung; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Robotertechnik; Denkfähigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Problemlösen; Lehrerverhalten; Educational Innovation; Bildungsinnovation; Sommerkurs; Technisches Wissen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	This paper describes a 54-hour summer institute for grades 6-12 mathematics and science teachers (N = 19) with a comprehensive approach to preparing teachers to use computational thinking (CT) in their classrooms, including training in Python computer programming with Lego® Mindstorms® robotics, mathematics content sessions, and opportunities to solve real-world robotics challenges. Results of an assessment used to measure content knowledge and CT skills and the Technological Pedagogical Content Knowledge survey both yielded statistically significant increases. Participant reflections revealed they developed an enhanced understanding of programming and the ability to integrate programming into the curriculum. The authors propose an innovative approach to teaching disciplinary CT within the context of programming robots capable of interacting with the outside world to address real-world challenges. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01