Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21953
Title: 
Authors: 
Keywords: 
Grey-based mathematical equations
Decision making
Computational thinking
Scaffolding for teaching
Computer software programming
Unplugged computational thinking activity
Issue Date: 
2018
Citation: 
How, M. L., & Looi, C. K. (2018). Using grey-based mathematical equations of decision-making as teaching scaffolds: From an unplugged computational thinking activity to computer programming. International Journal of Computer Science Education in Schools, 2(2), 29-46. https://doi.org/10.21585/ijcses.v2i2.24
Abstract: 
Computational Thinking (CT) is pervasive in our daily lives and is useful for problem-solving. Decision-making
is a crucial part of problem-solving. In the extant literature, problem-solving strategies in educational settings
are often conveniently attributed to intuition; however, it is well documented that computer programmers might
even have difficulty describing about their intuitive insights during problem-solving using natural language
(such as English), and subsequently convert what has been described using words into software code. Hence, a more analytical approach using mathematical equations and descriptions of CT is offered in this paper as a
potential form of rudimentary scaffolding, which might be useful to facilitators and learners of CT-related
activities. In the present paper, the decision-making processes during an unplugged CT activity are delineated
via Grey-based mathematical equations, which is useful for informing educators who may wish to explain to
their learners about the various aspects of CT which are involved in the unplugged activity and simultaneously
use these mathematical equations as scaffolds between the unplugged activity and computer code programming. This theoretical manuscript may serve as a base for learners, should the facilitator ask them to embark on a software programming activity that is closely associated to the unplugged CT activity.
URI: 
ISSN: 
2513-8359 (online)
Other Identifiers: 
10.21585/ijcses.v2i2.24
Website: 
Appears in Collections:Journal Articles

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