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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 0009-0004-0525-4269), Colinda Clyne, Leslie-Anne Muma, Jennifer Parkinson, Bonnie Sears
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
FullText Text:
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  Data: Developing Computational Thinking Using LYNX for Loom Beading Designs in Grade 5
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  Data: <searchLink fieldCode="AR" term="%22Ruth+Beatty%22">Ruth Beatty</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-0525-4269">0009-0004-0525-4269</externalLink>)<br /><searchLink fieldCode="AR" term="%22Colinda+Clyne%22">Colinda Clyne</searchLink><br /><searchLink fieldCode="AR" term="%22Leslie-Anne+Muma%22">Leslie-Anne Muma</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Parkinson%22">Jennifer Parkinson</searchLink><br /><searchLink fieldCode="AR" term="%22Bonnie+Sears%22">Bonnie Sears</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+of+Science%2C+Mathematics+and+Technology+Education%22"><i>Canadian Journal of Science, Mathematics and Technology Education</i></searchLink>. 2024 24(2):129-145.
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  Data: 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/
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Curriculum%22">Elementary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Canada+Natives%22">Canada Natives</searchLink><br /><searchLink fieldCode="DE" term="%22Handicrafts%22">Handicrafts</searchLink><br /><searchLink fieldCode="DE" term="%22Design+Crafts%22">Design Crafts</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Personnel%22">Indigenous Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Coding%22">Coding</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Troubleshooting%22">Troubleshooting</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1007/s42330-024-00330-4
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  Data: 1492-6156<br />1942-4051
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  Data: 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.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1455041
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        Value: 10.1007/s42330-024-00330-4
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      – Text: English
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        PageCount: 17
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indigenous Knowledge
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      – SubjectFull: Indigenous Populations
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      – SubjectFull: Elementary School Curriculum
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      – TitleFull: Developing Computational Thinking Using LYNX for Loom Beading Designs in Grade 5
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              Type: published
              Y: 2024
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