The Emergence of Computational Thinking in National Mathematics Curricula: An Australian Example

Autor/in	Whitney-Smith, Rachael Margaret
Titel	The Emergence of Computational Thinking in National Mathematics Curricula: An Australian Example
Quelle	In: Journal of Pedagogical Research, 7 (2023) 2, S.41-55 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Whitney-Smith, Rachael Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Thinking Skills; Mathematics Curriculum; National Curriculum; Mathematics Instruction; Foreign Countries; Digital Literacy; Educational Change; International Organizations; Achievement Tests; International Assessment; Secondary School Students; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Tests; Science Achievement; Algorithms; Pattern Recognition; Case Studies; Computer Science Education; Teaching Methods; Learning Processes; Australia; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Ausland; Bildungsreform; International organisation; International organisations; International organization; Internationale Organisation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Algorithm; Algorithmus; Mustererkennung; Case study; Fallstudie; Case Study; Computer science lessons; Informatikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Australien
Abstract	As we move further into the digital age, the acquisition of digital literacy (DL) and computational thinking (CT) skills is emerging internationally as an essential goal for students in contemporary school curricula. As the world becomes more uncertain and volatile due to impacts of artificial intelligence (AI), international unrest, climate change, global economic instability and unforeseen catastrophes such as the Coronavirus (COVID-19) pandemic, it is necessary to review, revise and refine school education curricula and policies. The issue of what is essential for students to learn, and how they learn it, is of growing importance to international organisations such as the Organisation for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and is emerging as a significant driver for educational reform across the globe. The growing prominence of CT and DL skills across many industry sectors has prompted recent changes to international assessment frameworks such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). This paper will briefly discuss specific examples of alternative approaches to addressing CT in national curricula for the compulsory years of schooling and explain how CT has been adopted as a driver for mathematics curriculum change in Australia. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01