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.

2024. 4332 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 2024, '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 pp. 4332. <https://hal.science/hal-04407688v1>

APA

Tamborg, A. L., & Nøhr, L. (2024). Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context. 4332. Paper presented at 13th Congress of the European Society for Research in Mathematics Education, Budapest, Hungary. https://hal.science/hal-04407688v1

Vancouver

Tamborg AL, Nøhr L. Implementability of computational thinking in Danish compulsory school mathematics – a survey conducted in a pre-implementation context. 2024. 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.4339 p.

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 = "2024",
language = "English",
pages = "4332",
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 - 2024

Y1 - 2024

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

SP - 4332

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

Y2 - 10 July 2023 through 14 July 2023

ER -

ID: 346242407