Why Computational thinking? With the new addition of coding to the math curriculum, teachers have been struggling with how it is defined within their pedagogical identities. Since the birth of the iPad, technology’s space and relationship with education has changed drastically.
Over the past 8 years, the coding trend has taken over education, and many educators and educational companies have explored ways and created resources/tools to help students ‘become coders’. What has been missed by many in this process is the fact that coding is not merely an app, website or computer game for students to ‘play’ around on, it is a tool for developing computational thinking (CT). |
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So why CT in math? Growing bodies of research done by Floyd (2020) and Gadanidis (2019) on CT implementation across curriculum and panels point out that the greatest growth in student achievement and teacher learning/implementation is within math contexts. Floyd has worked extensively on creating tools to help educators translate the implementation and see the relationships between CT, Coding and Math curriculum. |