Computational thinking in Denmark from an anthropological theory of the didactic perspective

Publikation: Bidrag til bog/antologi/rapportKonferencebidrag i proceedingsForskningfagfællebedømt

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In this paper, we study the external didactical transposition of programming and computational thinking (PCT) into the Danish compulsory school mathematics curriculum. Taking an anthropological theory of the didactic approach, we focus on the nature of mathematical and PCT knowledge being transposed into the new curriculum as prescribed praxeologies. Two main critiques arise. First, PCT knowledge being transposed into mathematics is broad and has no immediate relation to definitions from the literature. Second, the new competence and subject-matter areas are barely juxtaposed to those from mathematics. As a consequence, the responsibility of developing meaningful integrations in concrete teaching—the internal didactic transposition—lies entirely on teachers and material developers.
OriginalsprogEngelsk
TitelProceedings of the 45th conference of the international group for the psychology of mathematics education
RedaktørerCeneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Antal sider8
Vol/bind4
ForlagUniversidad de Alicante
Publikationsdato2022
Sider91-98
ISBN (Elektronisk)978-84-1302-178-2
StatusUdgivet - 2022
Begivenhed45th Conference of the International Group for the Psychology of Mathematics Education - Alicante, Spanien
Varighed: 18 jul. 202223 aug. 2022

Konference

Konference45th Conference of the International Group for the Psychology of Mathematics Education
LandSpanien
ByAlicante
Periode18/07/202223/08/2022

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