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 |
| Published: |
Wiley-Blackwell
Oct2025
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| Online Access: | View this record in EBSCOhost |