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...
| Published in: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 18 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Oct2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188234200&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234200 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234200 188234200 188234200 10.1111/jcal.70102 188234200 ppf: 1 ppct: 17 formats: tig: atl: A Learner‐Centred Exploration of Teachers' Solution Pathways in K‐12 Programming‐Based Mathematical Problem‐Solving. aug: au: Ye, Huiyan Liang, Biyao Ng, Oi‐Lam affil: Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China sug: subj: Mathematics Problem Solving Evaluation Teaching Methods Learning Methods Funding Source China Human Qualitative Studies Constant Comparative Method Skill Acquisition Narratives Professional Development Teachers Students Videorecording Field Notes Learning Environment Male Female Male Female ab: 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 programming‐based mathematics instruction requires teachers to have sufficient knowledge about learners' thinking processes in such a context, while very little is known about multifaceted solution development from a learner‐centred perspective. Objectives: Viewing CT and MT as processes that go beyond specific skills or concepts, we conducted a qualitative study to investigate how participants develop computational solutions to mathematical problems and construct meaningful understandings of these solutions. Methods: We adopted an interpretive approach to participants' solution pathways to reveal their diverse thinking processes underlying solution development. A constant comparative analysis approach was undertaken to guide the data analysis. Results and Conclusions: We identified multiple solution pathways in developing programming‐based mathematical solutions (PMS) and characterised four significant pathways comprising seven distinct sub‐situations: (1) transition between personal MT and invalid PMS, (2) evolution from invalid PMS to valid PMS, (3) construction from non‐meaningful PMS to meaningful PMS and (4) revision from suboptimal PMS to optimal PMS. The findings contribute to a deeper understanding of problem solvers' learning in programming‐based mathematical problem‐solving and offer implications for theory and practice in programming‐rich mathematics education. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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