| 1. |
- Ahmed, Gashawa, et al.
(författare)
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Didactic methods of integrating Programming in Mathematics in primary school : findings from a national project in Sweden
- 2020
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Ingår i: SIGCSE '20. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450367936 ; , s. 261-267
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Konferensbidrag (refereegranskat)abstract
- The association between mathematics and programming in an educational context is not new. Today, programming has been introduced into curricula worldwide for younger children. In the Swedish case, primary school teachers are expected to integrate programming in mathematics education from autumn 2018. However, Swedish teachers' knowledge of programming and programming didactics is limited. Meanwhile, there is little research on K-9 programming education. This has led to the dilemma that the mathematics teachers have limited support in didactic knowledge and good examples. This study reports on a teacher professional development project in programming. More specifically, teachers used Lesson Study to plan, execute, and evaluate lessons that integrated programming into various school subjects in elementary school. This study analyzed the didactic strategies developed in 10 lesson studies, as well as mapped the opportunities and challenges of pupils' learning in the mathematics subject. The result was the identification of three didactic strategies, which were analog programming, robot programming and block programming, as well as 11 didactic methods applied within these strategies. The paper contributes with examples of the didactic methods that teachers have developed and evaluated using lesson study. The paper further provides insights on how teachers can take progression into account by applying the three didactic strategies. At last but not least, the study shows a great need for teachers to develop computational thinking abilities.
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| 2. |
- Ahmed, Gashawa, et al.
(författare)
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Students perceptions of programming in primary school
- 2019
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Ingår i: WiPSCE'19. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450377041 ; , s. 1-5
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Konferensbidrag (refereegranskat)abstract
- Since autumn 2018, teachers throughout Sweden are obliged to relate to programming in one way or another in the teaching, especially in the subject of mathematics and technology education. Although teachers should formally work with programming teaching from the autumn of 2018, programming has been taught in primary school for several years. While there is some research on younger students, most of the research has almost exclusively focused on didactic approaches and strategies used by teachers, educational values and practices that accompany programming teaching, and views of teachers regarding programming teaching. What is still missing is research that highlights how younger students experience these new practices and how they primarily perceive programming in traditional school subjects, such as mathematics. Thus, this paper reports on a thematic analysis of younger students' (n=44) perceptions of programming; students who have been introduced to and been taught programming in mathematics in grade 5.
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| 3. |
- Chibás, Åsa, et al.
(författare)
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Att främja datalogiskt tänkande i förskoleklassen
- 2022
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Ingår i: Skolportens artikelserie Leda & Lära. - Stockholm : Skolporten. ; 3, s. 3-29
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Tidskriftsartikel (refereegranskat)abstract
- I MÅNGA LÄNDER världen runt har digitalisering och programmering införts i läroplaner för förskola och grundskola. Under senare tid har flera studier om undervisning i programmering i olika sammanhang genomförts. Dessa studier har oftast haft fokus på elever från 7 år och äldre och det finns få studier som rapporterar om införandet av programmering för barn i förskola och yngre elever i förskoleklass. Denna klyfta hanterar vi i denna studie som fokuserar på programmering och utveckling av elevers datalogiska tänkande i förskoleklass. Hösten 2017 startade Ifous (Innovation, forskning och utveckling i skola och förskola) ett forsknings- och utvecklingsprogram med fokus på utveckling av didaktiska modeller för programmering i utbildningen från förskola till och med grundskolan. Programmet avslutades våren 2020. I detta program deltog skolor från fem skolhuvudmän, Tyresö kommun, Åstorps kommun, Simrishamns kommun, Stockholms stad och Freinetskolan Hugin i Norrtälje. Programmet som sådant innebar viss kompetensutveckling och främjade forskning om programmeringsundervisning från förskoleklass till och med årskurs 9 i grundskolan. I denna artikel presenterar vi hur en lärare arbetade med programmering för att främja datalogiskt tänkande hos elever i förskoleklass under treårsperioden och den erfarenhet som hon förvärvat. I artikeln drar vi slutsatsen att förskoleklasselever med systematisk och tankeväckande didaktisk modellering fullt ut kan utveckla ett antal grundläggande datalogiska färdigheter.
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| 4. |
- Chibas, Åsa, et al.
(författare)
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Didactical strategies and challenges when teaching programming in pre-school
- 2018
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Ingår i: EDULEARN18. - : The International Academy of Technology, Education and Development. - 9788409027095 ; , s. 3345-3350
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Konferensbidrag (refereegranskat)abstract
- Many countries around the world have introduced programming curriculum at K-9 level. For a number of years, a lot of studies have surfaced demonstrating enactments of programming education, for instance through the use of visual programming languages as Scratch in different contexts. However, these studies have had a dominating focus on students of age 7 and older and there are few studies reporting on implementation of programming activities for younger children at preschool. This gap is addressed by this study that focus exclusively on learning of programming in a preschool class of six year olds. We have followed one teacher during six months conducting both classroom observations and interviews. In this paper we report on the didactical methods the teacher used when teaching programming through unplugged (analogue) means, with BlueBot robots, and through Scratch Jr. We end the paper by a discussion reflecting on challenges and lessons learned in relation to introducing programming for young children.
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| 5. |
- Nouri, Jalal, et al.
(författare)
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Development of computational thinking, digital competence and 21st century skills when learning programming in K-9
- 2020
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Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508. ; 11:1, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Teachers around the world have started teaching programming at the K-9 level, some due to the formal introduction of programming in the national curriculum, others without such pressure and on their own initiative. In this study, we attempted to understand which skills – both CT-related and general – are developed among pupils in the process of working with programming in schools. To do so, we interviewed 19 Swedish teachers who had been teaching programming for a couple of years on their own initiative. The teachers were selected based on their experience in teaching programming. Our thematic analysis of these interviews shed light on what skills teachers perceive pupils develop when programming. This led us to identify three themes related to CT skills and five themes related to general skills. The CT skills identified corresponded well with and were thus thematically structured according to the dimensions of CT proposed in the framework of Brennan and Resnick, namely computational concepts, computational practices and computational perspectives. In addition to the CT skills, our thematic analysis also resulted in the identification of general skills related to digital competency and 21st century skills, namely cognitive skills and attitudes, language skills, collaborative skills and attitudes and creative problem-solving skills and attitudes.
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| 6. |
- Sjöberg, Christer, et al.
(författare)
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A lesson study on programming as an instrument to learn mathematics and social science in primary school
- 2019
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Ingår i: INTED2019. - : The International Academy of Technology, Education and Development. - 9788409086191 ; , s. 2230-2235
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Konferensbidrag (refereegranskat)abstract
- Computational thinking has been introduced in many countries around the world and teachers are working intensely to incorporate programming activities in the classroom. However, teachers are faced with several challenges due to the fact that there is still little research conducted focusing on programming education for younger children, that programming didactics is a rather new phenomenon for the K-9 educational system, and that K-9 teachers have little training with regards to programming. In Sweden for instance, programming has been introduced in several subjects and not as a subject in its own, which create a pressure on teachers to utilize programming as an instrument to teach and enhance learning of different subjects such as mathematics.In this paper, we report on a larger lesson study conducted in a primary school (grade 6) in Sweden with a total of 155 participating pupils. The aim of the developed lesson was to study if visual programming languages, in this case Scratch, can be used to teach computational thinking, mathematics and social science in an interdisciplinary way.Thus, the paper more specifically presents findings related to: 1) reflections of the use of lesson study methodology to develop programming education; 2) how programming can be utilized as an instrument to teach mathematics as well as social sciences in an interdisciplinary way; 3) the didactical strategies employed by the teachers.
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| 7. |
- Sjöberg, Christer, et al.
(författare)
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Programming as a tool for acrosssubjects learning in primary school
- 2020
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Ingår i: RUDN Journal of Informatization in Education. - : Peoples' Friendship University of Russia. - 2312-8631 .- 2312-864X. ; 17:3, s. 179-189
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Tidskriftsartikel (refereegranskat)abstract
- Problem and goal. Computational thinking has been introduced in many countries around the world and teachers are working intensely to incorporate programming activities in the classroom. However, teachers are faced with several challenges due to the fact that there is still little research conducted focusing on programming education for younger children, that programming didactics is a rather new phenomenon for the K-9 educational system, and that K-9 teachers have little training with regards to programming. In Sweden for instance, programming has been introduced in several subjects and not as a subject in its own, which create a pressure on teachers to utilize programming as an instrument to teach and enhance learning of different subjects such as mathematics. Methodology. In this paper, we report on a larger lesson study conducted in a primary school (sixth grade) in Sweden with a total of 155 participating pupils. The aim of the lesson was to study whether the visual programming languages, Scratch, in particular, can be used to teach computational thinking, mathematics and social science in an interdisciplinary way. Results. Thus, the paper more specifically presents findings related to: 1) reflections of the use of lesson study methodology to develop programming education; 2) how programming can be utilized as an instrument to teach mathematics as well as social sciences in an interdisciplinary way; and 3) the didactical strategies employed by the teachers.Conclusion. The evidence from this study suggests that the interdisciplinary character of the lesson which incorporates learning goals of mathematics, social science and programmingwas highly beneficial. The pupils gained a better understanding of learning material by drawing, digitalizing and animating their ideas in Scratch.
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| 8. |
- Sjöberg, Christer, et al.
(författare)
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Teaching and learning mathematics in primary school trough Scratch
- 2018
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Ingår i: EDULEARN18. - : The International Academy of Technology, Education and Development. - 9788409027095 ; , s. 5625-5632
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Konferensbidrag (refereegranskat)abstract
- Programming education is a hot topic in many countries around the world. Also in Sweden this topic has received a lot of attention lately due to formal introduction of programming curriculum as of 2018. Mathematics is one of the subjects that is most affected by the curriculum changes as the government in Sweden has decided that teachers of mathematics are to teach programming in compulsory school in order to support problem-solving in mathematics. Albeit there are some previous research investigating questions related to how programming can enhance mathematics education, for instance in form of the seminal work of Papert through the LOGO language, more research is required that scrutinize how new programming languages, such as visual block programming languages as Scratch can be used for such purposes. It is against such a background this paper present how two teachers that together with 70 pupils in primary school and during the span of two years systematically have explored the use Scratch programming as a mean to learn mathematics. We also report on the teachers’ reflections on what they perceive is learned by the pupils in relation to the didactical methods employed.
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| 9. |
- Svela, Alexander, et al.
(författare)
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A Systematic Review of Tablet Technology in Mathematics Education
- 2019
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Ingår i: International Journal of Interactive Mobile Technologies (iJIM). - : International Association of Online Engineering (IAOE). - 1865-7923. ; 13:8, s. 139-158
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Tidskriftsartikel (refereegranskat)abstract
- In 2019, the mobile learning body of knowledge is extensive and much is known about the technology impacts and affordances of mobile devices in educational settings. A particular focus has now shifted toward specific technologies in specific subjects. Mathematics is one such subject and tablets are one such technology that is gaining attention. This systematic review representing the latest generation of tablet technology within the tablet-mediated learning in mathematics body of knowledge sought to derive evidence that supported questions into (a) what math sub-disciplines were covered, (b) what technology (application/hardware) was utilized, and (c) what pedagogical approaches were deployed in educational settings. This included analysis of the (d) advantages and (e) disadvantages present in those elements. Thirty-nine relevant articles were collected from various academic technology and educational databases. The results demonstrate that tablets are being predominantly deployed in various sub-disciplines such as Arithmetic, Computation, and Geometry with the iPad as the dominant choice for tablet hardware/applications. Pedagogical approaches lean heavily on game-based learning, environment interaction, and special needs support. Technological advantages include increased collaboration and mathematics engagement enabled by tablet mobility and a high potential for customization of solutions. Developers, teachers, and researchers need to be informed of potential challenges in designing content for tablet technology deployments in mathematics.
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| 10. |
- Zhang, Lechen, et al.
(författare)
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A systematic review of learning and teaching with tablets
- 2018
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Ingår i: 14th International Conference: Mobile Learning 2018. - : IADIS Press. - 9781510867680 ; , s. 79-88
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Konferensbidrag (refereegranskat)abstract
- Due to the increased popularity of tablets in schools, this systematic review examines the literature on tablet-mediated learning attempting to identify how tablets support the emergence of new teaching and learning practices as well as the transformation of existing ones in primary and secondary schools. 39 studies were selected using predefined selection criteria, most of which concern natural sciences, math and language. The result identified 10 themes of pedagogical teaching and learning practices that are supported by tablets in schools, namely: augmented and virtual learning, collaborative learning, communication, documentation, feedback and assessment, game-based learning, individualized learning, inquiry-based learning, mobile learning, and multimodal learning. The identified themes of practices support and interact with each other to serve learning and teaching purposes.
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