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A HLT for Integrated CT and Mathematics Lessons: Supporting Students' Possible Struggles When Debugging in GeoGebra Environment

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: A HLT for Integrated CT and Mathematics Lessons: Supporting Students' Possible Struggles When Debugging in GeoGebra Environment
Γλώσσα: English
Συγγραφείς: Wahid Yunianto, Guillermo Bautista, Bungkus Dias Prasetyo, Zsolt Lavicza
Πηγή: International Journal for Technology in Mathematics Education. 2024 31(1):11-20.
Διαθεσιμότητα: Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail: info@researchinformation.co.uk; Web site: https://researchinformation.co.uk/tme-information/
Peer Reviewed: Y
Page Count: 10
Ημερομηνία έκδοσης: 2024
Τύπος εγγράφου: Journal Articles
Reports - Research
Descriptors: Computer Software, Mental Computation, Mathematics Instruction, Educational Technology, Technology Uses in Education, Learning Activities, Programming, Troubleshooting, Problem Solving
DOI: 10.1564/tme_v31.1.02
ISSN: 1744-2710
2045-2519
Περίληψη: As computational thinking (CT) is new to teachers, they need support on how CT integration will work. This study examines the use of a hypothetical learning trajectory (HLT) to support teachers in integrating computational thinking into mathematics lessons utilizing GeoGebra. By employing the educational design research (EDR) methodology, the researchers, in collaboration with mathematics teachers and an educator, developed Math+CT activities in GeoGebra as part of an HLT. The HLT was meant to help teachers predict students' responses and facilitate learning. A pilot experiment was conducted with a small group of students to see how and why the designed activities work. Therefore, we collected data from students' responses (GeoGebra scripts and answers) and computer screen recordings. The HLT is triangulated by comparing the predicted responses to the actual responses. The pilot experiment helped to improve the lessons and the HLT for future experimentation. Considering students' possible mistakes in debugging would prepare teachers to anticipate and facilitate the contingency situation.
Abstractor: As Provided
Entry Date: 20240101
Αριθμός Καταχώρησης: EJ1443673
Βάση Δεδομένων: ERIC
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  Data: A HLT for Integrated CT and Mathematics Lessons: Supporting Students' Possible Struggles When Debugging in GeoGebra Environment
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  Data: As computational thinking (CT) is new to teachers, they need support on how CT integration will work. This study examines the use of a hypothetical learning trajectory (HLT) to support teachers in integrating computational thinking into mathematics lessons utilizing GeoGebra. By employing the educational design research (EDR) methodology, the researchers, in collaboration with mathematics teachers and an educator, developed Math+CT activities in GeoGebra as part of an HLT. The HLT was meant to help teachers predict students' responses and facilitate learning. A pilot experiment was conducted with a small group of students to see how and why the designed activities work. Therefore, we collected data from students' responses (GeoGebra scripts and answers) and computer screen recordings. The HLT is triangulated by comparing the predicted responses to the actual responses. The pilot experiment helped to improve the lessons and the HLT for future experimentation. Considering students' possible mistakes in debugging would prepare teachers to anticipate and facilitate the contingency situation.
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      – TitleFull: A HLT for Integrated CT and Mathematics Lessons: Supporting Students' Possible Struggles When Debugging in GeoGebra Environment
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