Connecting computational thinking and algebraic thinking in early childhood education: Implications for teaching practice
DOI:
https://doi.org/10.48489/quadrante.36181Keywords:
computational thinking, algebraic thinking, repetition patterns, teacher education, mathematic tasks, early childhood educationAbstract
The aim of this article is both: 1) to explore the knowledge and beliefs of prospective early childhood education teachers about the link between computational and algebraic thinking through repetition patterns; and, based on the data obtained, 2) to present and analyze three tasks that promote this link. For this purpose, a questionnaire was administered to 51 pre-service Early Childhood Education teachers from a Spanish public university and indicators were used regarding essential knowledge of computational and algebraic thinking in Early Childhood Education, with an emphasis on repetition patterns. The data show: a) some confusion between components, strategies and soft skills of computational thinking; b) computational thinking is mainly linked to number sense and, when it is linked to algebraic thinking, it is done in a general and uncertain way; c) in order to promote this link, it is advisable to design and set tasks from a multidisciplinary perspective in order to overcome the restrictions identified.
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