Integrating Computational Thinking With Abstraction In Context: A Project Proposal

The concepts of Computational Thinking (CT) and its link to mathematics provide an assumption that the affordance of CT can be extended to mathematics (Wing, 2006). Correspondingly, their interplay suggests a potential approach in helping the learners abstract concepts that are new to them. In this...

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Main Authors: Probadora, Theresa B., Guzon, Angela Fatima H.
Format: text
Published: Archīum Ateneo 2023
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Online Access:https://archium.ateneo.edu/mathematics-faculty-pubs/241
https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-1-PL-RF-WG-CQ-SE-OC-PP-NP.pdf
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Institution: Ateneo De Manila University
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spelling ph-ateneo-arc.mathematics-faculty-pubs-12422024-02-19T04:03:10Z Integrating Computational Thinking With Abstraction In Context: A Project Proposal Probadora, Theresa B. Guzon, Angela Fatima H. The concepts of Computational Thinking (CT) and its link to mathematics provide an assumption that the affordance of CT can be extended to mathematics (Wing, 2006). Correspondingly, their interplay suggests a potential approach in helping the learners abstract concepts that are new to them. In this light, the researcher will present her proposed dissertation project that aims to fill in the gaps concerning CT and mathematics education. The proposed research intends to find out the CT skills and practices that the students will manifest as they perform the unplugged CT task involving the addition of rational algebraic expressions (RAE). Moreover, the research will also describe how CT, through the unplugged Use-Modify-Create (UMC) progression (Lee et al., 2011), mediates in vertically reorganizing the students’ previous constructs into forming the concepts about adding RAEs. Data collection will commence in September 2023 in-class in which three triads of junior high school students, ages 13-15, will perform the CT-integrated tasks. The researcher will examine the written outputs and scratch pads of the students, review the recordings, and backread through the transcripts. The data analysis will utilize the Recognizing, Building-with, Constructing (RBC) model of Abstraction in Context (AiC) to pinpoint the mathematical concepts, and identify the different actions and utterances of the students leading to the construction of the knowledge about adding RAEs (Hershkowitz et al., 2020). The researcher hypothesizes that the CT-integrated mathematical task is a context that incites students to reorganize prior mathematical constructs in forming the new abstract construct. Such results are vital in generating educational interventions for deepening understanding, correcting misconceptions, and conducting curricular reforms related to teaching and learning RAE. 2023-01-01T08:00:00Z text https://archium.ateneo.edu/mathematics-faculty-pubs/241 https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-1-PL-RF-WG-CQ-SE-OC-PP-NP.pdf Mathematics Faculty Publications Archīum Ateneo Mathematics Physical Sciences and Mathematics
institution Ateneo De Manila University
building Ateneo De Manila University Library
continent Asia
country Philippines
Philippines
content_provider Ateneo De Manila University Library
collection archium.Ateneo Institutional Repository
topic Mathematics
Physical Sciences and Mathematics
spellingShingle Mathematics
Physical Sciences and Mathematics
Probadora, Theresa B.
Guzon, Angela Fatima H.
Integrating Computational Thinking With Abstraction In Context: A Project Proposal
description The concepts of Computational Thinking (CT) and its link to mathematics provide an assumption that the affordance of CT can be extended to mathematics (Wing, 2006). Correspondingly, their interplay suggests a potential approach in helping the learners abstract concepts that are new to them. In this light, the researcher will present her proposed dissertation project that aims to fill in the gaps concerning CT and mathematics education. The proposed research intends to find out the CT skills and practices that the students will manifest as they perform the unplugged CT task involving the addition of rational algebraic expressions (RAE). Moreover, the research will also describe how CT, through the unplugged Use-Modify-Create (UMC) progression (Lee et al., 2011), mediates in vertically reorganizing the students’ previous constructs into forming the concepts about adding RAEs. Data collection will commence in September 2023 in-class in which three triads of junior high school students, ages 13-15, will perform the CT-integrated tasks. The researcher will examine the written outputs and scratch pads of the students, review the recordings, and backread through the transcripts. The data analysis will utilize the Recognizing, Building-with, Constructing (RBC) model of Abstraction in Context (AiC) to pinpoint the mathematical concepts, and identify the different actions and utterances of the students leading to the construction of the knowledge about adding RAEs (Hershkowitz et al., 2020). The researcher hypothesizes that the CT-integrated mathematical task is a context that incites students to reorganize prior mathematical constructs in forming the new abstract construct. Such results are vital in generating educational interventions for deepening understanding, correcting misconceptions, and conducting curricular reforms related to teaching and learning RAE.
format text
author Probadora, Theresa B.
Guzon, Angela Fatima H.
author_facet Probadora, Theresa B.
Guzon, Angela Fatima H.
author_sort Probadora, Theresa B.
title Integrating Computational Thinking With Abstraction In Context: A Project Proposal
title_short Integrating Computational Thinking With Abstraction In Context: A Project Proposal
title_full Integrating Computational Thinking With Abstraction In Context: A Project Proposal
title_fullStr Integrating Computational Thinking With Abstraction In Context: A Project Proposal
title_full_unstemmed Integrating Computational Thinking With Abstraction In Context: A Project Proposal
title_sort integrating computational thinking with abstraction in context: a project proposal
publisher Archīum Ateneo
publishDate 2023
url https://archium.ateneo.edu/mathematics-faculty-pubs/241
https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-1-PL-RF-WG-CQ-SE-OC-PP-NP.pdf
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