Activity: Talk or presentation › Lecture and oral contribution
Description
Since its revival as a set of teachable competencies, the term computational thinking (CT) has found its way into compulsory education throughout the world in the past two decades. Due to epistemological and pedagogical overlaps, mathematics tends to be the go-to subject for its integration. In this lecture, I summarise the ongoing results of the research project Programming, CT and mathematical digital competencies into three parts. First, at a policy level, countries state different problems that lead to solutions that vary from mathematics and informatics to be separate, integrated or juxtaposed. Second, teaching resources not necessarily resemble or support the strategies mandated by the curriculum. Third, I report on two collaborative experiences with mathematics teachers (6th and 9th grades) to layout design principles for integrating CT into mathematics teaching, and discussing opportunities and challenges therein.