Mathematical modelling as a means of integrating computational thinking in mathematics education
DOI:
https://doi.org/10.48489/quadrante.36900Keywords:
mathematics education, computational thinking, mathematical modelling, digital technologiesAbstract
In this paper, we discuss the integration of computational thinking in Mathematics Education, considering mathematical modelling activities to achieve this integration, with the aim of investigating the following question: How can computational thinking be triggered by mathematical modelling activities? The methodological approach is qualitative and uses data triangulation to give coherence and cohesion to the results. The research is based on theoretical foundations of computational thinking and mathematical modeling in the context of Mathematics Education and on empirical research carried out with students of from a Mathematics Degree in two different research scenarios, which differ in objectives and ways of doing mathematical modelling. The combination of empirical data and the theoretical framework allows us to characterize two ways in which mathematical modeling can promote the development of computational thinking: as a means of analyzing the phenomenon, and as a means of solving problems.
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