Developing Students' Computational Thinking to Bridge the Gap between Their Lived Experiences and Math Classes

• 발행기관: 대한수학교육학회
• 저자명: Eliel Constantino da Silva Sueli Liberatti Javaroni
• 간행물 정보: 『수학교육학연구』제35권 3호, 489~517쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.08.31

국문 초록

This article investigates the complex lived experiences of Brazilian high school students (aged 15-16) within a sociocultural environment profoundly influenced by digital transformation, and how these shape their motivations and objectives concerning mathematics teaching and learning. Students expressed frustration with school mathematics, perceiving it as disconnected from their technology-rich daily lives and future aspirations. Grounded in Historical-Cultural Theory, this study proposes that integrating Computational Thinking (CT) offers a promising pathway to bridge this gap. A qualitative case study, employing the historical-dialectical materialist method, guided the investigation with six students through online meetings, using semi-structured interviews and tasks with Scratch and GeoGebra. Data analysis focused on “lived experiences,” applying Vygotski's principles to interpret student narratives. Findings show students deeply value technology and see mathematics linked to computing, yet find school lacking this connection. Integrating CT's pillars (decomposition, pattern recognition, algorithm, abstraction) into mathematics tasks proved instrumental. Students effectively employed these strategies, fostering deeper conceptual understanding and logical reasoning, transforming their perception of mathematics as relevant. This study highlights how culturally relevant pedagogy, leveraging CT, significantly enhances mathematics learning in a digital age.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW: COMPUTATIONAL THINKING FROM A HISTORICALCULTURAL PERSPECTIVE AND ITS IMPLICATIONS FOR STUDENT LIVED EXPERIENCES

Ⅲ. METHODS

Ⅳ. RESULTS: THE LIVED EXPERIENCES OF STUDENTS IN A SOCIOCULTURAL ENVIRONMENT INFLUENCED BY DIGITAL TRANSFORMATION

Ⅴ. DISCUSSION: ARTICULATING STUDENT LIVED EXPERIENCES AND COMPUTATIONAL THINKING IN MATHEMATICS EDUCATION

Ⅵ. CONCLUSION

CONFLICTS OF INTEREST

REFERENCES

키워드

lived experience Computational Thinking mathematics education historical-dialectical materialist method Brazilian students