Abstract
The international trend towards young people learning programming and computational thinking in compulsory school has led to different developments in mathematics teaching. In this paper, we view this as a case of interdisciplinarity and explore what the interplay between mathematics and computational thinking in K-9 schools in Denmark, Sweden and England looks like through this lens. Based on national curriculum standards, resources and knowledge about educational practices, we compare intentions and realities in these three countries. The analysis suggests that the school systems in the three countries all look at the interplay between mathematics and programming as interdisciplinarity—but as different types of interdisciplinarity. In England, we see a weak integration of disciplines driven by a pragmatic need, in Sweden a deeper integration of disciplines, and in Denmark there is a focus on inderstanding and overview across disciplines.
| Originalsprog | Engelsk |
|---|---|
| Titel | Proceedings of the Symposium MACAS 2022 : Creating space for mathematics to emerge between, within, and across contexts and disciplines |
| Redaktører | Xavier Robichaud, Olga Fellus, Dragana Martinovic, Viktor Freiman |
| Antal sider | 12 |
| Forlag | Université de Moncton |
| Publikationsdato | 2023 |
| Sider | 34-45 |
| ISBN (Elektronisk) | 978-1-897214-39-1 |
| Status | Udgivet - 2023 |
| Udgivet eksternt | Ja |