Abstract

This study examined what factors might have a positive impact on students’ learning outcomes in mathematical understanding and computational thinking skills. Specifically, whether the proposed instructional design combining computational perspectives and an embodied approach in mathematics learning improves (a) mathematics learning, (b) problem-solving skills in programing, and (c) computational thinking. The study used a quantitative quasi-experimental design with 115 second- to fourth-grade students. Findings suggested that embodied activities combined with the practice of taking computational perspectives in solving mathematics problems led to improved knowledge in mathematics, programing concepts, and computational thinking among young learners. This paper also discusses how to make the computational thinking process more concrete and relevant within the context of mathematics to promote computational thinking skills.

摘要

本研究调查了哪些因素可能对学生在数学理解和计算思维技能方面的学习成果产生积极影响。具体而言，所提出的教学设计是否结合了计算视角和数学学习中的具体方法提高了 (a) 数学学习，(b) 编程中的问题解决能力，以及 (c) 计算思维。该研究对 115 名二至四年级学生使用了定量准实验设计。研究结果表明，具体活动与从计算角度解决数学问题的实践相结合，可以提高年轻学习者在数学、编程概念和计算思维方面的知识。