COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
Tipo de documento: | Capítulo de livro |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1163/9789004418967_008 http://hdl.handle.net/11449/246245 |
Resumo: | There is growing momentum in education to engage Grades K-12 students with computational tools. At the same time, there is a widening gap between what students experience in classrooms (where the predominant focus is on learning to code as an end itself) and the authentic computational modelling practices of scientists and professionals to solve real-world problems and build knowledge -to learn - through computational “conversation” and “interaction” with their field (Barba, 2014) “with and across a variety of representational technologies” (Wilkerson-Jerde, Gravel, and Macrander, 2015). In this chapter we discuss how our classroom-based research has informed our inclusion and research of computational modelling in elementary mathematics teacher education, and we share examples of the five different modes of computational modelling we integrate in our elementary mathematics teacher education program: unplugged coding, coding simulations, Scratch coding, Python coding, and coding environments we create to model specific math topics and concepts. |
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COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATIONThere is growing momentum in education to engage Grades K-12 students with computational tools. At the same time, there is a widening gap between what students experience in classrooms (where the predominant focus is on learning to code as an end itself) and the authentic computational modelling practices of scientists and professionals to solve real-world problems and build knowledge -to learn - through computational “conversation” and “interaction” with their field (Barba, 2014) “with and across a variety of representational technologies” (Wilkerson-Jerde, Gravel, and Macrander, 2015). In this chapter we discuss how our classroom-based research has informed our inclusion and research of computational modelling in elementary mathematics teacher education, and we share examples of the five different modes of computational modelling we integrate in our elementary mathematics teacher education program: unplugged coding, coding simulations, Scratch coding, Python coding, and coding environments we create to model specific math topics and concepts.Faculty of Education Western UniversityFaculty of Education University af Ontaria Institute of TechnalagyFaculty of Education Sao Paulo State UniversityFaculty of Education Sao Paulo State UniversityWestern UniversityUniversity af Ontaria Institute of TechnalagyUniversidade Estadual Paulista (UNESP)Gadanidis, GeargeHughes, Janette M.Namukasa, ImmaculateScucuglia, Ricarda [UNESP]2023-07-29T12:35:39Z2023-07-29T12:35:39Z2019-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bookPart197-222http://dx.doi.org/10.1163/9789004418967_008International Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education, Second Edition, v. 2, p. 197-222.http://hdl.handle.net/11449/24624510.1163/9789004418967_0082-s2.0-85141448700Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengInternational Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education, Second Editioninfo:eu-repo/semantics/openAccess2023-07-29T12:35:39Zoai:repositorio.unesp.br:11449/246245Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T20:03:23.650818Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION |
title |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION |
spellingShingle |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION Gadanidis, Gearge |
title_short |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION |
title_full |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION |
title_fullStr |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION |
title_full_unstemmed |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION |
title_sort |
COMPUTATIONAL MODELLING IN ELEMENTARY MATHEMATICS TEACHER EDUCATION |
author |
Gadanidis, Gearge |
author_facet |
Gadanidis, Gearge Hughes, Janette M. Namukasa, Immaculate Scucuglia, Ricarda [UNESP] |
author_role |
author |
author2 |
Hughes, Janette M. Namukasa, Immaculate Scucuglia, Ricarda [UNESP] |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Western University University af Ontaria Institute of Technalagy Universidade Estadual Paulista (UNESP) |
dc.contributor.author.fl_str_mv |
Gadanidis, Gearge Hughes, Janette M. Namukasa, Immaculate Scucuglia, Ricarda [UNESP] |
description |
There is growing momentum in education to engage Grades K-12 students with computational tools. At the same time, there is a widening gap between what students experience in classrooms (where the predominant focus is on learning to code as an end itself) and the authentic computational modelling practices of scientists and professionals to solve real-world problems and build knowledge -to learn - through computational “conversation” and “interaction” with their field (Barba, 2014) “with and across a variety of representational technologies” (Wilkerson-Jerde, Gravel, and Macrander, 2015). In this chapter we discuss how our classroom-based research has informed our inclusion and research of computational modelling in elementary mathematics teacher education, and we share examples of the five different modes of computational modelling we integrate in our elementary mathematics teacher education program: unplugged coding, coding simulations, Scratch coding, Python coding, and coding environments we create to model specific math topics and concepts. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-01 2023-07-29T12:35:39Z 2023-07-29T12:35:39Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/bookPart |
format |
bookPart |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1163/9789004418967_008 International Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education, Second Edition, v. 2, p. 197-222. http://hdl.handle.net/11449/246245 10.1163/9789004418967_008 2-s2.0-85141448700 |
url |
http://dx.doi.org/10.1163/9789004418967_008 http://hdl.handle.net/11449/246245 |
identifier_str_mv |
International Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education, Second Edition, v. 2, p. 197-222. 10.1163/9789004418967_008 2-s2.0-85141448700 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
International Handbook of Mathematics Teacher Education: Volume 2: Tools and Processes in Mathematics Teacher Education, Second Edition |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
197-222 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129155386048512 |