ERIC Number: EJ1183634
Record Type: Journal
Publication Date: 2018-Jul
Pages: 38
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
A Framework for Computational Thinking Dispositions in Mathematics Education
Pérez, Arnulfo
Journal for Research in Mathematics Education, v49 n4 p424-461 Jul 2018
This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions--"tolerance for ambiguity," "persistence," and "collaboration"--and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement with CT. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections.
Descriptors: Mathematics Education, Thinking Skills, Secondary School Teachers, Mathematics Teachers, Relevance (Education), Computation, Persistence, Personality Traits, Teaching Methods, Computer Science Education, Mathematical Concepts, Guidelines, Cooperation
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1543139