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COMPUTATIONAL THINKING PRACTICES AS A FRAME FOR TEACHER ENGAGEMENT WITH MATHEMATICS CURRICULUM MATERIALS.
- Source :
- Conference Papers -- Psychology of Mathematics & Education of North America; 2020, p448-452, 5p
- Publication Year :
- 2020
-
Abstract
- Teachers routinely make adaptations to their mathematics curriculum materials as they plan and enact lessons. In this paper, I explore how encouraging two elementary teachers to examine their mathematics curriculum materials through the lens of computational thinking practices - abstraction, debugging, and decomposition - supported them in adapting tasks from their curriculum materials in ways that raised the cognitive demand. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- Database :
- Supplemental Index
- Journal :
- Conference Papers -- Psychology of Mathematics & Education of North America
- Publication Type :
- Conference
- Accession number :
- 149100309
- Full Text :
- https://doi.org/10.51272/pmena.42.2020-56