| dc.description.abstract | Fostering K-12 students’ computational thinking (CT) skills is understood to be an
important educational goal in the 21st century. As CT is important across fields and disciplines, it is
necessary that it is not taught as a separate skill but rather as a part of existing courses. Therefore,
activities need to be developed that integrate CT into courses while also fitting into those courses’ final
goals. In this thesis, a lesson series is designed to integrate CT into the Dutch high-school mathematics
curriculum. This series is designed based on Constructionism and maker education, learning theories
often used in CT education. In the lessons, 10th and 11th grade mathematics students use blocks-based
programmable CAD tool BlocksCAD to make their own 3D-models, while being introduced to CT in the
process. In order to investigate students’ CT abilities and usage of mathematical skills, qualitative data
is collected and analyzed. The collected data includes artifact analysis reports, classroom observations
and artifact-based interviews. This data is coded and assessed using Brennan and Resnick’s 2012
CT assessment framework of concepts, practices and perspectives as well as students’ mathematical
thinking skills. The results show that students exhibit CT practices and perspectives skills in the
activity, but are unable to pick up and apply skills on the concept level to produce models, or come
to new mathematical insights, instead falling back to using simple shapes and transform to produce
simple projects. | |
