Computational and Algorithmic Thinking, Programming, and Coding in the School Mathematics Curriculum: Sharing Ideas and Implications for Practice
Апстракт
Computational/algorithmic thinking, programming, and coding are emerging areas of importance for mathematics thinking and are increasingly being located in the school mathematics curriculum in countries worldwide. This Discussion Group provided an opportunity to examine these international trends for curriculum, and teaching — in the compulsory years of schooling and in the senior high school years — and the need for appropriate policy responses.
Кључне речи:
Algorithmic thinking / Computational thinking / National curriculum changes / Policy development / resources / Teaching activities / computational thinking / algorithmic thinking / national curriculum changes / teaching activities / resources / policy developmentИзвор:
Proceedings of the 14th International Congress on Mathematical Education, 2024, 2, 673-676Издавач:
- World Scientific
URI
https://www.worldscientific.com/doi/10.1142/9789811287152_0096http://ipir.ipisr.org.rs/handle/123456789/1111
Институција/група
IPIStephens, M., Kadijević, Đ., Zhang, Q.,& Jiang, H.. (2024). Computational and Algorithmic Thinking, Programming, and Coding in the School Mathematics Curriculum: Sharing Ideas and Implications for Practice. in Proceedings of the 14th International Congress on Mathematical Education World Scientific.(2), 673-676. https://hdl.handle.net/21.15107/rcub_ipir_1111
Stephens M, Kadijević Đ, Zhang Q, Jiang H. Computational and Algorithmic Thinking, Programming, and Coding in the School Mathematics Curriculum: Sharing Ideas and Implications for Practice. in Proceedings of the 14th International Congress on Mathematical Education. 2024;(2):673-676. https://hdl.handle.net/21.15107/rcub_ipir_1111 .
Stephens, Max, Kadijević, Đorđe, Zhang, Qinqiong, Jiang, Haozhe, "Computational and Algorithmic Thinking, Programming, and Coding in the School Mathematics Curriculum: Sharing Ideas and Implications for Practice" in Proceedings of the 14th International Congress on Mathematical Education, no. 2 (2024):673-676, https://hdl.handle.net/21.15107/rcub_ipir_1111 .
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