COMPUTATIONAL THINKING PRACTICES AS A FRAME FOR TEACHER ENGAGEMENT WITH MATHEMATICS CURRICULUM MATERIALS.

Authors :: Rich, Kathryn M.
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]

Subjects :: MATHEMATICS education (Elementary)
TEACHING aids
ELEMENTARY school teachers
MATHEMATICS teachers
CURRICULUM

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

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