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Publicação
Articulation between mathematics and technology: Computational thinking from teachers’ perspectives
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| 4.65 MB | Adobe PDF |
Orientador(es)
Resumo(s)
The digital transformation of the 21st century positions Computational Thinking (CT) as a core competency for modern literacy (Wing, 2006). This study explores how CT reshapes mathematics teaching by bridging technology, pedagogy and content knowledge (Weintrop et al., 2016; Ye et al., 2023), using the Technological Pedagogical Content Knowledge (TPACK) framework as its theoretical foundation. The objectives are: (a) Which didactic practices and tools do teachers use? (b) How does their TPACK influence CT integration? This qualitative case study of four elementary teachers triangulates data from observations, interviews and document analysis. Findings will inform teacher training and tool design, showing that effective CT depends on teachers’ capacity to meaningfully connect mathematics and technology. The study and its empirical data collection follow rigorous ethical principles and are currently ongoing.
Descrição
Palavras-chave
Computational Thinking Mathematics Education TPACK Framework Teacher Professional Development Mathematics Education
Contexto Educativo
Citação
Seabra, Marcela; Domingos, António; Pires, Manuel Vara (2025). Articulation between mathematics and technology: Computational thinking from teachers’ perspectives. In proceedings of the 17th International Conference on Technology in Mathematics Teaching. London
Editora
UCL (University College London)