A Learner‐Centred Exploration of Teachers' Solution Pathways in K‐12 Programming‐Based Mathematical Problem‐Solving.
Background: Empirical studies have revealed students' development of computational thinking (CT) and mathematical thinking (MT) during programming‐based mathematical problem‐solving, highlighting specific CT concepts or practices that serve as learning goals or outcomes. However, implementing progra...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 18 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |