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A systematic review of teachers' preparedness towards computational thinking integration in mathematics
Citation
Chan, S.-W., Looi, C.-K., Shivani Mahedirata, & Kim, M. S. (2021). A systematic review of teachers' preparedness towards computational thinking integration in mathematics. 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 (pp. 153-155). Asia-Pacific Society for Computers in Education.
Abstract
As earlier studies highlighted the importance of teachers’ preparedness to develop computational thinking (CT) for students in school education, this study aims to explore the teaching areas involved in the mathematics teachers’ preparedness to integrate CT in classrooms, as well as to investigate the considerations for effective training or professional development activities to prepare mathematics teachers in teaching CT. A total of 16 journal articles from 2015 to 2020 were reviewed in this study. The findings indicated that not all the teaching areas (i.e. classroom management, teaching methods, subject knowledge, technology, planned curriculum, assessing students, and choosing teaching materials) were involved in the teachers’ preparedness for each study. Several considerations for effective training or professional development had been proposed. The results can be utilized to inform initial teacher education plans and ongoing professional development opportunities to better prepare the teacher to teach CT in the mathematics classrooms.
Date Issued
2021