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- W4212996828 abstract "Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5–6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming lesson was analyzed for evidence of preconceptions and conceptions of a dynamic linear unit. Using Artifact-Centric Activity Theory as a lens for the analysis, we found that social context, gesturing, and verbal descriptions influenced the children’s understanding of a dynamic linear unit. Challenges that students encountered included developing a constructed conception of a unit, reconciling preconceptions about the meaning of a code, and socially-influenced preconceptions. This study furthers the exploration of computational thinking and mathematics connections and provides a basis for future exploration of dynamic mathematics and programming learning in early elementary education." @default.
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- W4212996828 date "2022-02-21" @default.
- W4212996828 modified "2023-09-26" @default.
- W4212996828 title "Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys" @default.
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- W4212996828 doi "https://doi.org/10.3390/educsci12020143" @default.
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