Exploring aspects of computational thinking in mathematical modelling projects: Insights from a project week in a German secondary school
DOI:
https://doi.org/10.48489/quadrante.36870Keywords:
computational thinking, mathematical modelling, mathematics education, secondary education, problem solving, STEM educationAbstract
This study investigates the role of computational thinking (CT) within mathematical modelling projects in secondary school mathematics education. We conducted a four-day mathematical modelling project with 14 students from grades 9 to 11 during a project week before summer vacations at a secondary school in Germany. Our observations revealed that various CT aspects, such as data collection, pattern recognition, and abstraction, naturally emerged in students' modelling activities, with these aspects being closely tied to the specific nature of the modelling problems. These findings suggest that mathematical modelling projects offer rich opportunities to develop CT skills in students. Furthermore, our research highlights how fostering CT can enrich the modelling process and assist students in the mathematical problem-solving process. By illustrating the synergy between CT and mathematical modelling, this study underscores the potential of integrating computational thinking into mathematics education to prepare students for the challenges of the digital age.
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