A Computational Thinking-based teaching proposal for improving problem-solving in primary school
DOI:
https://doi.org/10.1344/reire.37597Keywords:
Problem-solving, mathematics, learning, educational technology, lawAbstract
INTRODUCTION. The changes brought in by the new legislation on education in Spain have acknowledged the importance of computational thinking in non-university education. These changes are a response to the European Commission’s recognition of the positive effects of computational thinking on cognitive processes in problem-solving.
METHOD. A proposal for teaching mathematics to third-year primary school pupils is presented. The objective is to show that computational thinking can be a fundamental tool for improving the resolution of arithmetic problems.
RESULTS. A series of non-technological activities have been designed in order to develop the skills of understanding statements, organization, and data analysis. In addition, a battery of problems is presented to assess the initial level of students and to establish whether computational thinking strategies improve problem-solving.
DISCUSSION. The application of computational thinking allows the development and improvement of problem-solving skills and abilities that will be vital throughout the curriculum. Examples are the understanding of statements, inquiry, the generation of hypotheses and the evaluation of the results obtained.
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