Teaching Angle as Turn Using a Code.org Lesson

Autor/inn/en	Boote, Stacy K.; Galanti, Terrie M.
Titel	Teaching Angle as Turn Using a Code.org Lesson
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 4, S.252-264 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
DOI	10.5951/MTLT.2022.0207
Schlagwörter	Teaching Methods; Mathematics Instruction; Mathematics Achievement; Coding; Programming; Lesson Plans; Geometry; Geometric Concepts; Measurement; Computer Assisted Instruction; Intervention; Correlation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Codierung; Programmierung; Lesson planning; Unterrichtsplanung; Geometrie; Elementare Geometrie; Messverfahren; Computer based training; Computerunterstützter Unterricht; Korrelation
Abstract	Mathematics achievement is positively associated with coding in the classroom. By making mathematical relationships visible to students as they code, teachers leverage rich connections between block-based computer programming and mathematical sense making. In this article, the authors describe strategies for adapting a Code.org lesson integrating geometry and measurement concepts. The learning goal is for students to model "angle as turn" using manipulatives as they make sense of coding choices. This adaptation of a Code.org lesson provides a rich context for exploring how an angle that turns through "n" 1-degree angles is said to have an angle measure of "n" degrees. By using physical and virtual pattern blocks to model angle as turn in tandem with writing code, students' sense making in both computer programming and mathematics is visible and explicit. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01