Publication: Teacher sensemaking on computational thinking in a community of math teachers
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Date
2021
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Abstract
For pedagogical innovation in innovative curriculum design, much attention has been paid to the importance of teachers’ attitudes and beliefs about teaching and learning. However, little research focuses on elucidating the
thorough process of teachers’ sensemaking of pedagogical innovation such as integrating computational thinking (CT) into the school curriculum. Therefore, the aim of this study is to explore how mathematics teachers make sense of integrating CT into the mathematics curriculum. This study employed a case-study design with 9 teachers during the 2019-2020 school year using observations of teacher professional development meetings, semi-structured interviews with the teachers, and teacher artifacts. Using Weick’s (1995) properties of sensemaking, our findings indicate that the most prevalent properties of sensemaking for the teachers in this study were social, ongoing, driven by plausibility rather than accuracy, and retrospective. These findings are important to support continuing
professional development.
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Keywords
Teacher sensemaking, Sensemaking properties, Teacher-led curriculum innovation
Citation
Siu, C. Y., Kim, M. S., Huang, W., & Looi, C.-K. (2021). Teacher sensemaking on computational thinking in a community of math teachers. In C. K. Looi, B. Wadhwa, V. Dagiené, P. Seow, Y. H. Kee, & L. K. Wu (Eds.), Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Conference 2021 (pp. 151-152). Asia-Pacific Society for Computers in Education.