ERIC Number: EJ1301654
Record Type: Journal
Publication Date: 2021
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1528-5804
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Coding Connections at the Interface of Algebra and Physical World Concepts
Suters, Leslie; Suters, Henry; Anderson, Adam
Contemporary Issues in Technology and Teacher Education (CITE Journal), v21 n2 2021
This paper describes a 54-hour summer institute for grades 6-12 mathematics and science teachers (N = 19) with a comprehensive approach to preparing teachers to use computational thinking (CT) in their classrooms, including training in Python computer programming with Lego® Mindstorms® robotics, mathematics content sessions, and opportunities to solve real-world robotics challenges. Results of an assessment used to measure content knowledge and CT skills and the Technological Pedagogical Content Knowledge survey both yielded statistically significant increases. Participant reflections revealed they developed an enhanced understanding of programming and the ability to integrate programming into the curriculum. The authors propose an innovative approach to teaching disciplinary CT within the context of programming robots capable of interacting with the outside world to address real-world challenges.
Descriptors: Algebra, Mathematics Instruction, Pedagogical Content Knowledge, Programming, Course Content, Teaching Methods, Robotics, Computer Software, Thinking Skills, Science Teachers, Mathematics Teachers, Problem Solving, Teacher Surveys, Teacher Attitudes, Instructional Innovation, Summer Programs, Faculty Development, Scientific Concepts, Programming Languages, Technological Literacy, Program Descriptions, Middle School Teachers, High School Teachers
Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A