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Connections Between Mathematics and Computational Thinking: Kindergarten Students' Demonstration of Mathematics Knowledge in a Computational Thinking Assessment- [electronic resource]
Connections Between Mathematics and Computational Thinking: Kindergarten Students' Demonstration of Mathematics Knowledge in a Computational Thinking Assessment- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101247
- ISBN
- 9798380101189
- DDC
- 370
- 서명/저자
- Connections Between Mathematics and Computational Thinking: Kindergarten Students Demonstration of Mathematics Knowledge in a Computational Thinking Assessment - [electronic resource]
- 발행사항
- [S.l.]: : Utah State University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(229 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
- 주기사항
- Advisor: Shumway, Jessica F.
- 학위논문주기
- Thesis (Ph.D.)--Utah State University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Research has shown that computational thinking and kindergarten mathematics instruction can be integrated; however, evidence of how specific mathematical knowledge relates to computational thinking remains scarce. Additionally, we do not know if and how children's mathematical knowledge co-occurs with computational thinking and how these knowledges relate to students' performance on computational thinking assessments. This qualitative study sought to fill this knowledge gap by examining the following research questions through a joint embodied cognition and enactivist lens: (1) How are kindergarten students' mathematical knowledge (MK) and computational thinking (CT) operationalized during a CT assessment? In what ways, if any, do MK and CT co-occur, and (2) How do students' mathematical knowledge and cooccurring mathematical knowledge and computational thinking relate to their performance on individual assessment items?Using a dataset collected for a larger research study (NSF project award #DRL1842116), I analyzed video of 60 kindergarten students engaging with 14 items in an interview-based, computational thinking assessment. I coded and memoed the data to operationalize how students demonstrate mathematical knowledge and computational thinking, then analyzed the coded data to identify co-occurring knowledge. Lastly, I developed case studies to describe how students' knowledge related to their assessment item performance.Results indicate that students demonstrate varying levels of mathematical knowledge and computational thinking multi-modally through their gestures, language, and actions with the assessment materials. Students' spatial and unit measurement knowledge most frequently co-occurred with computational thinking, occurring most often when students built and read/enacted programs. These co-occurrences were categorized as independent or dependent, depending on the nature of their relationship to the computational thinking outcomes. These findings illustrate the intricate connections between mathematical knowledge and computational thinking and that students' mathematical knowledge relates to their performance on computational thinking tasks. These findings have implications for computational thinking curriculum and assessment design, mathematics curriculum design, and theory. Based on the results of this present study, I recommend that mathematics curriculum developers leverage the spatial and unit measurement connections in computational thinking tasks to design experiences for children to grow their spatial reasoning and measurement knowledge.
- 일반주제명
- Teacher education.
- 일반주제명
- Education.
- 일반주제명
- Mathematics.
- 키워드
- Early childhood
- 키워드
- Enactivism
- 키워드
- Kindergarten
- 기타저자
- Utah State University Education and Human Services
- 기본자료저록
- Dissertations Abstracts International. 85-02B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016933443
■00520240214101247
■006m o d
■007cr#unu||||||||
■020 ▼a9798380101189
■035 ▼a(MiAaPQ)AAI30529353
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aWelch Bond, Lise E.
■24510▼aConnections Between Mathematics and Computational Thinking: Kindergarten Students' Demonstration of Mathematics Knowledge in a Computational Thinking Assessment▼h[electronic resource]
■260 ▼a[S.l.]:▼bUtah State University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(229 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: B.
■500 ▼aAdvisor: Shumway, Jessica F.
■5021 ▼aThesis (Ph.D.)--Utah State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aResearch has shown that computational thinking and kindergarten mathematics instruction can be integrated; however, evidence of how specific mathematical knowledge relates to computational thinking remains scarce. Additionally, we do not know if and how children's mathematical knowledge co-occurs with computational thinking and how these knowledges relate to students' performance on computational thinking assessments. This qualitative study sought to fill this knowledge gap by examining the following research questions through a joint embodied cognition and enactivist lens: (1) How are kindergarten students' mathematical knowledge (MK) and computational thinking (CT) operationalized during a CT assessment? In what ways, if any, do MK and CT co-occur, and (2) How do students' mathematical knowledge and cooccurring mathematical knowledge and computational thinking relate to their performance on individual assessment items?Using a dataset collected for a larger research study (NSF project award #DRL1842116), I analyzed video of 60 kindergarten students engaging with 14 items in an interview-based, computational thinking assessment. I coded and memoed the data to operationalize how students demonstrate mathematical knowledge and computational thinking, then analyzed the coded data to identify co-occurring knowledge. Lastly, I developed case studies to describe how students' knowledge related to their assessment item performance.Results indicate that students demonstrate varying levels of mathematical knowledge and computational thinking multi-modally through their gestures, language, and actions with the assessment materials. Students' spatial and unit measurement knowledge most frequently co-occurred with computational thinking, occurring most often when students built and read/enacted programs. These co-occurrences were categorized as independent or dependent, depending on the nature of their relationship to the computational thinking outcomes. These findings illustrate the intricate connections between mathematical knowledge and computational thinking and that students' mathematical knowledge relates to their performance on computational thinking tasks. These findings have implications for computational thinking curriculum and assessment design, mathematics curriculum design, and theory. Based on the results of this present study, I recommend that mathematics curriculum developers leverage the spatial and unit measurement connections in computational thinking tasks to design experiences for children to grow their spatial reasoning and measurement knowledge.
■590 ▼aSchool code: 0241.
■650 4▼aTeacher education.
■650 4▼aEducation.
■650 4▼aMathematics.
■650 4▼aEarly childhood education.
■653 ▼aComputational thinking
■653 ▼aEarly childhood
■653 ▼aEmbodied cognition
■653 ▼aEnactivism
■653 ▼aKindergarten
■653 ▼aMathematical knowledge
■690 ▼a0530
■690 ▼a0515
■690 ▼a0405
■690 ▼a0518
■71020▼aUtah State University▼bEducation and Human Services.
■7730 ▼tDissertations Abstracts International▼g85-02B.
■773 ▼tDissertation Abstract International
■790 ▼a0241
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933443▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
