M in CoMputational Thinking: How Long Does It Take to Read a Book?

Autor/inn/en	Fry, Kym; Makar, Katie; Hillman, Judith
Titel	M in CoMputational Thinking: How Long Does It Take to Read a Book?
Quelle	In: Teaching Statistics: An International Journal for Teachers, 45 (2023), (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fry, Kym) ORCID (Makar, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-982X
DOI	10.1111/test.12348
Schlagwörter	Computation; Thinking Skills; Reading Rate; Mathematics Education; Elementary School Students; Problem Solving + Suchen Sie Ihr Suchwort? Denkfähigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Mathematische Bildung; Problemlösen
Abstract	Even at the primary level, computational thinking (CT) can support young students to prepare for participating in futures that are immersed in data. In mathematics classrooms, there are few explanations of the ways CT can support students in formulating and solving complex problems. This paper presents an example of a primary classroom investigation (8-9 year olds) over seven lessons of the problem "How long does it take to read a book?" The aim is to illustrate ways a statistical investigation can provide context for CT and demonstrate how the two complement each other to solve problems involving mathematics. The findings highlight opportunities and challenges that students face across the elements of CT--decomposition, abstraction, pattern recognition and modelling, and generalization and algorithmic thinking, including recommendations for teaching. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01