Comparing the integration of programming and computational thinking into Danish and Swedish elementary mathematics curriculum resources
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Comparing the integration of programming and computational thinking into Danish and Swedish elementary mathematics curriculum resources. / Elicer, Raimundo; Tamborg, Andreas Lindenskov; Bråting, Kajsa; Kilhamn, Cecilia.
In: International Journal on Math, Science and Technology Education, Vol. 11, No. 3, 4, 24.11.2023, p. 77-102.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Comparing the integration of programming and computational thinking into Danish and Swedish elementary mathematics curriculum resources
AU - Elicer, Raimundo
AU - Tamborg, Andreas Lindenskov
AU - Bråting, Kajsa
AU - Kilhamn, Cecilia
PY - 2023/11/24
Y1 - 2023/11/24
N2 - Computational thinking has become part of the mathematics curriculum in several countries. This has led recently available teaching resources to explicitly integrate computational thinking (CT). In this paper, we investigate and compare how curriculum resources developed in Denmark — digital teaching modules — and Sweden — printed mathematics textbooks — have incorporated CT in mathematics for grades 1–6 (age 7–12). Specifically, we identify and compare the CT and mathematical concepts, actions, and combinations in tasks within these resources. Our analysis reveals that Danish tasks are oriented toward CT concepts related to data, actions related to programming, and mathematical concepts within statistics. This is different from Swedish tasks, which are oriented toward CT concepts related to instructions and commands, actions related to following stepwise procedures, and mathematical concepts related to patterns. Moreover, what is most dominant in one country is almost or completely absent in the other. We conclude the paper by contrasting these two approaches with existing knowledge on computational thinking in school mathematics.
AB - Computational thinking has become part of the mathematics curriculum in several countries. This has led recently available teaching resources to explicitly integrate computational thinking (CT). In this paper, we investigate and compare how curriculum resources developed in Denmark — digital teaching modules — and Sweden — printed mathematics textbooks — have incorporated CT in mathematics for grades 1–6 (age 7–12). Specifically, we identify and compare the CT and mathematical concepts, actions, and combinations in tasks within these resources. Our analysis reveals that Danish tasks are oriented toward CT concepts related to data, actions related to programming, and mathematical concepts within statistics. This is different from Swedish tasks, which are oriented toward CT concepts related to instructions and commands, actions related to following stepwise procedures, and mathematical concepts related to patterns. Moreover, what is most dominant in one country is almost or completely absent in the other. We conclude the paper by contrasting these two approaches with existing knowledge on computational thinking in school mathematics.
KW - Faculty of Science
KW - computational thinking
KW - curriculum resources
KW - mathematics
KW - programming
U2 - 10.31129/LUMAT.11.3.1940
DO - 10.31129/LUMAT.11.3.1940
M3 - Journal article
VL - 11
SP - 77
EP - 102
JO - International Journal on Math, Science and Technology Education
JF - International Journal on Math, Science and Technology Education
SN - 2323-7112
IS - 3
M1 - 4
ER -
ID: 346487555