Developing Computational Thinking Using LYNX for Loom Beading Designs in Grade 5
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| Title: | Developing Computational Thinking Using LYNX for Loom Beading Designs in Grade 5 |
|---|---|
| Language: | English |
| Authors: | Ruth Beatty (ORCID |
| Source: | Canadian Journal of Science, Mathematics and Technology Education. 2024 24(2):129-145. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Indigenous Knowledge, Indigenous Populations, Elementary School Curriculum, Elementary School Students, Grade 5, Canada Natives, Handicrafts, Design Crafts, Elementary School Teachers, Indigenous Personnel, Elementary School Mathematics, Logical Thinking, Computer Uses in Education, Coding, Programming, Cultural Influences, Abstract Reasoning, Troubleshooting |
| Geographic Terms: | Canada |
| DOI: | 10.1007/s42330-024-00330-4 |
| ISSN: | 1492-6156 1942-4051 |
| Abstract: | In this study, a research team made up of Métis artists and knowledge keepers, Anishinaabe and non-Indigenous educators, and a non-Indigenous university mathematics education researcher co-designed and delivered an Indigenous cultural mathematical inquiry in a Grade 5 classroom. We explored the connections between loom bead designs and computational thinking of students using the LYNX coding platform to create and refine bracelet designs. Results indicate this investigation supported the development of (1) incremental and iterative approaches to coding, (2) testing and debugging, (3) reusing and remixing code, and (4) abstracting and modularizing. More importantly, students gained an appreciation of Métis culture and the importance of experiencing multiple cultural perspectives when learning mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455041 |
| Database: | ERIC |
| Abstract: | In this study, a research team made up of Métis artists and knowledge keepers, Anishinaabe and non-Indigenous educators, and a non-Indigenous university mathematics education researcher co-designed and delivered an Indigenous cultural mathematical inquiry in a Grade 5 classroom. We explored the connections between loom bead designs and computational thinking of students using the LYNX coding platform to create and refine bracelet designs. Results indicate this investigation supported the development of (1) incremental and iterative approaches to coding, (2) testing and debugging, (3) reusing and remixing code, and (4) abstracting and modularizing. More importantly, students gained an appreciation of Métis culture and the importance of experiencing multiple cultural perspectives when learning mathematics. |
|---|---|
| ISSN: | 1492-6156 1942-4051 |
| DOI: | 10.1007/s42330-024-00330-4 |
