Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context

Research output: Contribution to conference › Paper › Research › peer-review

Standard

Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context. / Tamborg, Andreas Lindenskov; Nøhr, Liv.

2023. Paper presented at 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary.

Research output: Contribution to conference › Paper › Research › peer-review

Harvard

Tamborg, AL & Nøhr, L 2023, 'Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context', Paper presented at 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary, 10/07/2023 - 14/07/2023.

APA

Tamborg, A. L., & Nøhr, L. (Accepted/In press). Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context. Paper presented at 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary.

Vancouver

Tamborg AL, Nøhr L. Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context. 2023. Paper presented at 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary.

Author

Tamborg, Andreas Lindenskov ; Nøhr, Liv. / Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context. Paper presented at 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary.

Bibtex

@conference{270514e03f534920a68ae6bcf22b014d,
title = "Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context",
abstract = "This paper studies the implementability of computational thinking (CT) among mathematics teachers by studying their pre-implementation practices of teaching CT. Based on survey responses (n=67), we report on analyses of what CT Danish mathematics teachers teach in their mathematics classroom, and with what mathematical subject areas they combine it. The study finds that more than 2/3 of the population teach CT, and that CT is taught in a wide range of mathematical subject matter areas. This is surprising since CT is not a mandatory part of the current curriculum, but could be amplified due to selection-bias. These practices are different from previous research results that have found CT relevant in relatively few mathematical content areas. This indicates a need for near future implementation strategy for CT in Danish compulsory school mathematics to address CT in a way with clear relevance for mathematics. ",
author = "Tamborg, {Andreas Lindenskov} and Liv N{\o}hr",
year = "2023",
language = "English",
note = "13th Congress of the European Society for Research in Mathematics Education, CERME ; Conference date: 10-07-2023 Through 14-07-2023",
url = "https://cerme13.renyi.hu/",

}

RIS

TY - CONF

T1 - Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context

AU - Tamborg, Andreas Lindenskov

AU - Nøhr, Liv

N1 - Conference code: 13

PY - 2023

Y1 - 2023

N2 - This paper studies the implementability of computational thinking (CT) among mathematics teachers by studying their pre-implementation practices of teaching CT. Based on survey responses (n=67), we report on analyses of what CT Danish mathematics teachers teach in their mathematics classroom, and with what mathematical subject areas they combine it. The study finds that more than 2/3 of the population teach CT, and that CT is taught in a wide range of mathematical subject matter areas. This is surprising since CT is not a mandatory part of the current curriculum, but could be amplified due to selection-bias. These practices are different from previous research results that have found CT relevant in relatively few mathematical content areas. This indicates a need for near future implementation strategy for CT in Danish compulsory school mathematics to address CT in a way with clear relevance for mathematics.

AB - This paper studies the implementability of computational thinking (CT) among mathematics teachers by studying their pre-implementation practices of teaching CT. Based on survey responses (n=67), we report on analyses of what CT Danish mathematics teachers teach in their mathematics classroom, and with what mathematical subject areas they combine it. The study finds that more than 2/3 of the population teach CT, and that CT is taught in a wide range of mathematical subject matter areas. This is surprising since CT is not a mandatory part of the current curriculum, but could be amplified due to selection-bias. These practices are different from previous research results that have found CT relevant in relatively few mathematical content areas. This indicates a need for near future implementation strategy for CT in Danish compulsory school mathematics to address CT in a way with clear relevance for mathematics.

UR - https://cerme13.renyi.hu/

M3 - Paper

T2 - 13th Congress of the European Society for Research in Mathematics Education

Y2 - 10 July 2023 through 14 July 2023

ER -

ID: 346242407