Computational/algorithmic thinking in school mathematics
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As a result of the globalization and internationalization of the mathematics curriculum, there is, for example, a rapidly developing interest in including computational/algorithmic
thinking (CT/AT) in mathematics education. After briefy presenting an emerging educational
context regarding the application of CT, this contribution frst examines critical issues of CT/AT
concerning the notion of CT/AT, the state of CT/AT-oriented educational research, and the integration of CT/AT in the school mathematics curriculum. Then, it presents how CT might be
cultivated through data practice and, to this end, data modeling using interactive displays is
applied. The contribution ends with a summary of the issues examined and implications for
research and practice. This contribution is an extended version of a keynote talk delivered at the
symposium “Mathematics in Education.”
Keywords:
algorithmic thinking / computational thinking / data modeling / nteractive displays / school mathematicsSource:
European Congress of Mathematics, 2023, 749-769Publisher:
- Berlin : EMS Press
Funding / projects:
- Ministry of Science, Technological Development and Innovation of the Republic of Serbia, institutional funding - 200018 (Institute for Educational Research, Belgrade) (RS-MESTD-inst-2020-200018)
Note:
- European Congress of Mathematics, Portorož, 20–26 June 2021
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IPITY - CHAP AU - Kadijević, Đorđe PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/994 AB - As a result of the globalization and internationalization of the mathematics curriculum, there is, for example, a rapidly developing interest in including computational/algorithmic thinking (CT/AT) in mathematics education. After briefy presenting an emerging educational context regarding the application of CT, this contribution frst examines critical issues of CT/AT concerning the notion of CT/AT, the state of CT/AT-oriented educational research, and the integration of CT/AT in the school mathematics curriculum. Then, it presents how CT might be cultivated through data practice and, to this end, data modeling using interactive displays is applied. The contribution ends with a summary of the issues examined and implications for research and practice. This contribution is an extended version of a keynote talk delivered at the symposium “Mathematics in Education.” PB - Berlin : EMS Press T2 - European Congress of Mathematics T1 - Computational/algorithmic thinking in school mathematics EP - 769 SP - 749 DO - 10.4171/8ECM/40 ER -
@inbook{ author = "Kadijević, Đorđe", year = "2023", abstract = "As a result of the globalization and internationalization of the mathematics curriculum, there is, for example, a rapidly developing interest in including computational/algorithmic thinking (CT/AT) in mathematics education. After briefy presenting an emerging educational context regarding the application of CT, this contribution frst examines critical issues of CT/AT concerning the notion of CT/AT, the state of CT/AT-oriented educational research, and the integration of CT/AT in the school mathematics curriculum. Then, it presents how CT might be cultivated through data practice and, to this end, data modeling using interactive displays is applied. The contribution ends with a summary of the issues examined and implications for research and practice. This contribution is an extended version of a keynote talk delivered at the symposium “Mathematics in Education.”", publisher = "Berlin : EMS Press", journal = "European Congress of Mathematics", booktitle = "Computational/algorithmic thinking in school mathematics", pages = "769-749", doi = "10.4171/8ECM/40" }
Kadijević, Đ.. (2023). Computational/algorithmic thinking in school mathematics. in European Congress of Mathematics Berlin : EMS Press., 749-769. https://doi.org/10.4171/8ECM/40
Kadijević Đ. Computational/algorithmic thinking in school mathematics. in European Congress of Mathematics. 2023;:749-769. doi:10.4171/8ECM/40 .
Kadijević, Đorđe, "Computational/algorithmic thinking in school mathematics" in European Congress of Mathematics (2023):749-769, https://doi.org/10.4171/8ECM/40 . .