Teacher development in computational thinking and student performance in mathematics: a proxy-based TIMSS study
Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
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Teacher development in computational thinking and student performance in mathematics : a proxy-based TIMSS study. / Nøhr, Liv; Misfeldt, Morten; Tamborg, Andreas Lindenskov.
Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15): Making and Strengthening “Connections and Connectivity” for Teaching Mathematics with Technology. Aarhus University, 2022. s. 163-170.Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
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TY - GEN
T1 - Teacher development in computational thinking and student performance in mathematics
AU - Nøhr, Liv
AU - Misfeldt, Morten
AU - Tamborg, Andreas Lindenskov
PY - 2022
Y1 - 2022
N2 - This paper draws on data from TIMSS 2019 to investigate an approximate relation between Danish, Swedish, and English teachers’ in-service training in computational thinking (CT) and their students’ TIMSS scores as compared to students whose teachers had only received training in digital technology (DT) or problem solving (PS). To that end, we developed a proxy for CT combining PS and DT, based on recent definitions of CT in mathematics education. The results indicate that, in England, in-service CT training is associated with systematically better student TIMSS scores as compared to students whose teachers received only DT or PS training, but the best scores were achieved by teachers who did not participate in any of the three forms of training. In Denmark, CT training was found to have a negative effect on TIMMS scores while in Sweden, the effect of CT training was difficult to assess.
AB - This paper draws on data from TIMSS 2019 to investigate an approximate relation between Danish, Swedish, and English teachers’ in-service training in computational thinking (CT) and their students’ TIMSS scores as compared to students whose teachers had only received training in digital technology (DT) or problem solving (PS). To that end, we developed a proxy for CT combining PS and DT, based on recent definitions of CT in mathematics education. The results indicate that, in England, in-service CT training is associated with systematically better student TIMSS scores as compared to students whose teachers received only DT or PS training, but the best scores were achieved by teachers who did not participate in any of the three forms of training. In Denmark, CT training was found to have a negative effect on TIMMS scores while in Sweden, the effect of CT training was difficult to assess.
U2 - 10.7146/aul.452
DO - 10.7146/aul.452
M3 - Article in proceedings
SP - 163
EP - 170
BT - Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15)
PB - Aarhus University
Y2 - 6 September 2021 through 9 September 2021
ER -
ID: 307841963