TY - JOUR
T1 - Didactic–Mathematical–Computational Knowledge of Future Teachers When Solving and Designing Robotics Problems
AU - Sala-Sebastià, Gemma
AU - Breda, Adriana
AU - Seckel, María José
AU - Farsani, Danyal
AU - Alsina, Àngel
N1 - Publisher Copyright:
© 2023 by the authors.
PY - 2023/2/1
Y1 - 2023/2/1
N2 - The social, scientific and technological development of recent years has encouraged the incorporation of computational thinking in the school curriculum of various countries progressively, starting from early childhood education. This research aims to characterize future kindergarten teachers’ traits of didactic-mathematical and computational knowledge presented when solving and posing robotics problems. Firstly, aspects of the mathematical and computational knowledge of the participants (97 students of the subject of Didactics of Mathematics of the Degree in Early Childhood Education at a Spanish university) were identified when they solved problems as users of the Blue-Bot didactic robot. Secondly, we analyzed their justifications for reflecting on the design of robotics problems. The results indicate that future teachers present characteristics of didactic-mathematical knowledge when solving and designing robotics problems, although errors and ambiguities are evident, especially in the procedures and representations of the programming. These shortcomings significantly influence the didactic suitability of the robotics problems they design. From a future perspective, in the training of future teachers, it is considered relevant to incorporate didactic-mathematical and computational knowledge that allows them to develop logical, spatial and computational thinking.
AB - The social, scientific and technological development of recent years has encouraged the incorporation of computational thinking in the school curriculum of various countries progressively, starting from early childhood education. This research aims to characterize future kindergarten teachers’ traits of didactic-mathematical and computational knowledge presented when solving and posing robotics problems. Firstly, aspects of the mathematical and computational knowledge of the participants (97 students of the subject of Didactics of Mathematics of the Degree in Early Childhood Education at a Spanish university) were identified when they solved problems as users of the Blue-Bot didactic robot. Secondly, we analyzed their justifications for reflecting on the design of robotics problems. The results indicate that future teachers present characteristics of didactic-mathematical knowledge when solving and designing robotics problems, although errors and ambiguities are evident, especially in the procedures and representations of the programming. These shortcomings significantly influence the didactic suitability of the robotics problems they design. From a future perspective, in the training of future teachers, it is considered relevant to incorporate didactic-mathematical and computational knowledge that allows them to develop logical, spatial and computational thinking.
KW - computational thinking
KW - early childhood education
KW - mathematical thinking
KW - ontosemiotic approach (OSA)
KW - robotics problems
KW - teachers in training
UR - http://www.scopus.com/inward/record.url?scp=85148858002&partnerID=8YFLogxK
U2 - 10.3390/axioms12020119
DO - 10.3390/axioms12020119
M3 - Artículo
AN - SCOPUS:85148858002
SN - 2075-1680
VL - 12
JO - Axioms
JF - Axioms
IS - 2
M1 - 119
ER -