Detalhes bibliográficos
| Resumo: | This paper examines the gap between curricular expectations for the integration of Computational Thinking (CT) and its implementation in mathematics education. Through a reflective analysis that intersects literature with classroom experience, we argue that teachers' fragmented understanding stems not merely from training deficits but from deeper tensions between pedagogical innovation and systemic constraints. We contend that traditional mathematical competencies already implicitly incorporate core elements of CT. Instead of introducing CT as external knowledge, we propose a reconceptualization of teacher education to value existing mathematical practices as a foundation for CT development, thereby avoiding curricular overload and fostering an organic integration that empowers teachers to recognize the CT already present in their classrooms. |
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| Autores principais: | Seabra, Marcela |
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| Outros Autores: | Domingos, António; Pires, Manuel Vara |
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| Assunto: | Computational thinking Mathematics education Problem solving Reflective practice Teacher training |
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| Ano: | 2025 |
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| País: | Portugal |
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| Tipo de documento: | comunicação em conferência |
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| Tipo de acesso: | acesso aberto |
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| Instituição associada: | Instituto Politécnico de Bragança |
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| Idioma: | inglês |
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| Origem: | Biblioteca Digital do IPB |
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