Kallia, M. , van Borkulo, S. P., Drijvers, P., Barendsen, E. and Tolboom, J. (2021) Characterising computational thinking in mathematics education: a literature-informed Delphi study. Research in Mathematics Education, 23(2), pp. 159-187. (doi: 10.1080/14794802.2020.1852104)
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Abstract
Recently, computational thinking (CT) has attracted much research attention, especially within primary and secondary education settings. However, incorporating in mathematics or other disciplines is not a straightforward process and introduces many challenges concerning the way disciplines are organised and taught in school. The aim of this paper is to identify what characterises CT in mathematics education and which CT aspects can be addressed within mathematics education. First, we present a systematic literature review that identifies characteristics of CT that have been explored in mathematics education research. Second, we present the results of a Delphi study conducted to capture the collective opinion of 25 mathematics and computer science experts regarding the opportunities for addressing CT in mathematics education. The results of the Delphi study, which corroborate the findings of the literature review, highlight three important aspects of CT to be addressed in mathematics education: problem solving, cognitive processes, and transposition.
| Item Type: | Articles |
|---|---|
| Additional Information: | The research reported here was part of a larger project, (partly) financed by the Netherlands Initiative for Education Research, project number 00517751. |
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Kallia, Dr Maria |
| Authors: | Kallia, M., van Borkulo, S. P., Drijvers, P., Barendsen, E., and Tolboom, J. |
| College/School: | College of Science and Engineering > School of Computing Science |
| Journal Name: | Research in Mathematics Education |
| Publisher: | Taylor and Francis |
| ISSN: | 1479-4802 |
| ISSN (Online): | 1754-0178 |
| Published Online: | 28 January 2021 |
| Copyright Holders: | Copyright © 2021 British Society for Research into Learning Mathematics |
| First Published: | First published in Research in Mathematics Education 23(2): 159-187 |
| Publisher Policy: | Reproduced in accordance with the copyright policy of the publisher |
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