Frame shifting as a challenge to integrating computational thinking in secondary mathematics education

Wendy HUANG, Shiau Wei CHAN, Chee Kit LOOI

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

In this study, we adapted the notion of framing, a theoretical construct that refers to a person's expectations about social spaces (Goffman, 1974), to investigate whether teachers viewed computational thinking (CT) according to subject-specific frames. This case study aimed to understand how teachers make connections between CT and subjects targeted for integration. Epistemological framing contributed new insights on why teachers connected CT in different ways to different subjects: Frame shifting focused teachers' attention on goals and activities specific to each subject. As teachers attended to a subject's particularities, they drew upon different epistemic resources to construct their descriptions of CT. Our participants (n=6) were teachers who taught both 7th-12th grade computing and mathematics as separate subjects. Qualitative coding of interview transcripts revealed that teachers' ideas about CT in computing were strongly influenced by computer programming while their ideas about CT in mathematics corresponded with familiar ways of teaching and learning mathematics. Instead of accepting fragmented notions of CT as the price of integration into individual subjects, we propose limiting the scope when defining CT. We explain how this non-intuitive strategy can preserve the coherence of CT and how it might be used in CT professional development (PD) for mathematics teachers. Copyright © 2021 Copyright is held by the owner/author(s). Publication rights licensed to ACM.

Original languageEnglish
Title of host publicationProceedings of the 52nd ACM Technical Symposium on Computer Science Education
Place of PublicationNew York
PublisherAssociation for Computing Machinery, Inc
Pages390-396
ISBN (Electronic)9781450380621
DOIs
Publication statusPublished - Mar 2021

Citation

Huang, W., Chan, S. W., & Looi, C. K. (2021). Frame shifting as a challenge to integrating computational thinking in secondary mathematics education. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 390-396). New York: Association for Computing Machinery, Inc.

Keywords

  • Computational thinking
  • Secondary mathematics education
  • Teacher perspective
  • Professional development
  • Disciplinarity
  • Theory
  • Framing
  • Epistemic resource

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