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Tools For Integrating Computational Thinking And Mathematics In The Middle Grades, Immaculate Kizito Namukasa, Minakshi Patel, Marja Miller
Tools For Integrating Computational Thinking And Mathematics In The Middle Grades, Immaculate Kizito Namukasa, Minakshi Patel, Marja Miller
Education Publications
Integrating computational thinking (CT) in teaching specific K-12 school curricular is a more recent development than teaching CT in university and college courses. In this article, we share some insights on teaching practices that support integrating introductory computational thinking activities with school curricular activities for middle grades students. We specifically reflect on the tools and materials to use when integrating computational thinking concepts and mathematics curricular concepts in grade 4-8 classrooms. In this paper, we refer to integration of computational thinking concepts and mathematics curricular concepts as CT and mathematics.
Problem Solving As A Pedagogical Practice: Useful Conceptions Of Professional Learning, Michelle Lang, Immaculate Kizito Namukasa
Problem Solving As A Pedagogical Practice: Useful Conceptions Of Professional Learning, Michelle Lang, Immaculate Kizito Namukasa
Education Publications
Problem solving as a pedagogical practice is a recent focus of mathematics education research and of professional learning. This study employs the phenomenographic framework for studying teachers’ conceptions of ongoing professional learning opportunities focused on the teaching of mathematics through problem solving. Eleven grade 7 to 8 school teachers who participated in ongoing professional learning over the course of one to five years were purposively selected. Survey method was employed. Findings from the study reveal that most teachers view professional learning mainly as a source for ideas and resources, whereas others hold more complex views ranging from viewing professional learning …
Nonmath Analogies In Teaching Mathematics, Vera Sarina, Immaculate Kizito Namukasa
Nonmath Analogies In Teaching Mathematics, Vera Sarina, Immaculate Kizito Namukasa
Education Publications
Way too often, students find some concepts too abstract to comprehend. One of the strategies used to assist students with building conceptual knowledge is to use analogies. We investigate the place of nonmath analogies in teaching school mathematics. First, we demonstrate the widespread use of analogies by drawing examples through context analysis of tutoring websites, textbooks, and teaching experiences. Second, we argue that analogies reflect the grounded nature of mathematical concepts in common life experiences and, thus, have an essential place in instruction. To support our argument we offer a theoretical rationale based on research literature and historical sources.
Virtual Manipulative Materials In Secondary Mathematics: A Theoretical Discussion, Immaculate Kizito Namukasa, Darren Stanley, Martin Tuchtie
Virtual Manipulative Materials In Secondary Mathematics: A Theoretical Discussion, Immaculate Kizito Namukasa, Darren Stanley, Martin Tuchtie
Education Publications
With the increased use of computer manipulatives in teaching there is need for theoretical discussions on the role of manipulatives. This article reviews theoretical rationales for using manipulatives and illustrates how earlier distinctions of manipulative materials must be broadened to include new forms of materials such as virtual manipulatives which are also useful tools in a larger collection of learning tools. applying a theoretical lens to a specific material—polynomial tiles—this article demonstrates the following: (a) a complementary relationships between virtual and concrete manipulatives, (b) two or more theories can appropriately justify the same material, and (c) exploration of a specific …