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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Bibliographic Details
Author: Collado Soto, Pablo
Format: master thesis
Publication Date:2023
Country:España
Institution:Universidad de Alcalá (UAH)
Repository:e_Buah Biblioteca Digital Universidad de Alcalá
Language:English
OAI Identifier:oai:ebuah.uah.es:10017/58513
Online Access:http://hdl.handle.net/10017/58513
Access Level:Open access
Keyword:Computational Thinking
Mathematics
Teaching
Educación
Matemáticas
Education
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spelling Computational Thinking : a welcome addition to the LOMLOECollado Soto, PabloComputational ThinkingMathematicsTeachingEducaciónMatemáticasEducationMathematicsIf 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.Máster Universitario en Formación del Profesorado de ESO, Bachillerato, Formación Profesional y Enseñanza de Idiomas. Especialidad en Matemáticas (M088)Ramos Alonso, Pedro AntonioUniversidad de Alcalá20232023-01-01master thesishttp://purl.org/coar/resource_type/c_bdccNAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10017/58513reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/585132026-06-18T11:13:07Z
dc.title.none.fl_str_mv Computational Thinking : a welcome addition to the LOMLOE
title Computational Thinking : a welcome addition to the LOMLOE
spellingShingle Computational Thinking : a welcome addition to the LOMLOE
Collado Soto, Pablo
Computational Thinking
Mathematics
Teaching
Educación
Matemáticas
Education
Mathematics
title_short Computational Thinking : a welcome addition to the LOMLOE
title_full Computational Thinking : a welcome addition to the LOMLOE
title_fullStr Computational Thinking : a welcome addition to the LOMLOE
title_full_unstemmed Computational Thinking : a welcome addition to the LOMLOE
title_sort Computational Thinking : a welcome addition to the LOMLOE
dc.creator.none.fl_str_mv Collado Soto, Pablo
author Collado Soto, Pablo
author_facet Collado Soto, Pablo
author_role author
dc.contributor.none.fl_str_mv Ramos Alonso, Pedro Antonio
Universidad de Alcalá
dc.subject.none.fl_str_mv Computational Thinking
Mathematics
Teaching
Educación
Matemáticas
Education
Mathematics
topic Computational Thinking
Mathematics
Teaching
Educación
Matemáticas
Education
Mathematics
description 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.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
dc.type.none.fl_str_mv master thesis
http://purl.org/coar/resource_type/c_bdcc
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/58513
url http://hdl.handle.net/10017/58513
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
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