## Nature of the Relations Between Programming and Computational Thinking and Mathematics in Danish teaching Resources

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

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**Nature of the Relations Between Programming and Computational Thinking and Mathematics in Danish teaching Resources.** / Elicer Coopman, Raimundo José; Tamborg, Andreas Lindenskov.

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

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*Nature of the Relations Between Programming and Computational Thinking and Mathematics in Danish teaching Resources*. 45-52. Paper presented at ICTMT 15 International conference on technology in mathematics teaching, Copenhagen, Denmark. https://conferences.au.dk/ictmt15/

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#### Bibtex

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#### RIS

TY - CONF

T1 - Nature of the Relations Between Programming and Computational Thinking and Mathematics in Danish teaching Resources

AU - Elicer Coopman, Raimundo José

AU - Tamborg, Andreas Lindenskov

PY - 2021

Y1 - 2021

N2 - This study investigates tasks in 14 didactical sequences developed to connect mathematics and the new Danish subject called Technology Comprehension, which is currently being implemented at 46 schools in a pilot project. The paper develops six categories that describe the different natures of the relations between programming and computational thinking (PCT) and mathematical competencies. These six categories are no mathematics involved, no PCT involved, mathematics as a context, PCT as a context, conceptual integration and operational integration and are defined by distinguishing between actions and concepts in both mathematics and PCT. We conclude the paper by reflecting on the usefulness of such categories beyond the national context from which they are developed.

AB - This study investigates tasks in 14 didactical sequences developed to connect mathematics and the new Danish subject called Technology Comprehension, which is currently being implemented at 46 schools in a pilot project. The paper develops six categories that describe the different natures of the relations between programming and computational thinking (PCT) and mathematical competencies. These six categories are no mathematics involved, no PCT involved, mathematics as a context, PCT as a context, conceptual integration and operational integration and are defined by distinguishing between actions and concepts in both mathematics and PCT. We conclude the paper by reflecting on the usefulness of such categories beyond the national context from which they are developed.

M3 - Paper

SP - 45

EP - 52

Y2 - 6 September 2021 through 9 September 2021

ER -

ID: 272498825