Computational Thinking : a welcome addition to the LOMLOE
If there is one thing we cannot deny it is how digital computing has revolutionised how we interact with the world around us. Everything from communicating with loved ones to operating on our bank accounts has been transformed in what appears to be a relentless drove towards an ever more connected w...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/58513 |
| Acceso en línea: | http://hdl.handle.net/10017/58513 |
| Access Level: | acceso abierto |
| Palabra clave: | Computational Thinking Mathematics Teaching Educación Matemáticas Education |
| Sumario: | If there is one thing we cannot deny it is how digital computing has revolutionised how we interact with the world around us. Everything from communicating with loved ones to operating on our bank accounts has been transformed in what appears to be a relentless drove towards an ever more connected world. However, the proportion of individuals who actually understand the ideas underpinning this revolution is minuscule. In an effort to promote the understanding of these underlying concepts, several countries have included Computational Thinking (CT) in their curricula: Spain has followed suit with the latest and current teaching law; the LOMLOE. In this thesis we strive to explain how CT is much more than ‘knowing how to use computers’ whilst shining a light on the intricate relation between computational thinking and mathematics. Spain is not the first country to mention CT in its national education regulation: other countries have beaten us to this milestone. That is why we can look at how the different strategies panned out to learn from both mistakes and successful implementations. We devote part of the ensuing discussion to analysing different curricula in East Asia and the European Union to that effect. One of CT’s most appealing features is how transversal it is: the lessons derived from it can be applied to a myriad of fields. In the same fashion as with other areas of knowledge, the synergy between mathematics and computation is so evident and potentially beneficial that it is high time we explored it and included it in our national curriculum. In an effort to land the topic at hand we also provide examples of how CT can be leveraged from a mathematics class. Keywords: Computational Thinking, Mathematics, Teaching. |
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