Using Coding to Promote Mathematical Thinking with Year 2 Students: Alignment with the Australian Curriculum
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| Title: | Using Coding to Promote Mathematical Thinking with Year 2 Students: Alignment with the Australian Curriculum |
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| Language: | English |
| Authors: | Miller, Jodie, Larkin, Kevin, Mathematics Education Research Group of Australasia |
| Source: | Mathematics Education Research Group of Australasia. 2017Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017). |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2017 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Mathematics Instruction, Perspective Taking, Video Technology, National Curriculum, Coding, Thinking Skills, Articulation (Education), Teaching Methods, Elementary School Students |
| Geographic Terms: | Australia |
| Abstract: | In this paper, we present data from a study exploring the use of coding to promote mathematical thinking. A teaching experiment was undertaken with 40 Year 2 students participating in six 45-minute lessons of coding (one lesson per week for six weeks). All lessons were video-recorded and analysed to determine students' mathematical thinking. Insights from the study reveal that coding contexts promoted higher levels of mathematical thinking for Year 2 students including measuring angles, orientation and perspective-taking, and deducing repeating patterns. |
| Abstractor: | As Provided |
| Number of References: | 22 |
| Entry Date: | 2018 |
| Accession Number: | ED589530 |
| Database: | ERIC |
| Abstract: | In this paper, we present data from a study exploring the use of coding to promote mathematical thinking. A teaching experiment was undertaken with 40 Year 2 students participating in six 45-minute lessons of coding (one lesson per week for six weeks). All lessons were video-recorded and analysed to determine students' mathematical thinking. Insights from the study reveal that coding contexts promoted higher levels of mathematical thinking for Year 2 students including measuring angles, orientation and perspective-taking, and deducing repeating patterns. |
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