This paper reports on prospective mathematics teachers’ metacognitive thinking when introduced to coding and robotics in the Scratch programming environment. A convenience sample of 61 Intermediate Phase second-year mathematics students participated in this qualitative study. Students were randomly assigned to groups of 5–6 members and worked together on several activities. Data were gathered by means of two Scratch programming tasks, a PowerPoint presentation, and a video as well as group reflections on their thought processes. Individual students also completed twelve reflective questions using Google Forms. Data were manually analyzed, and the findings revealed that students’ individual and group metacognitive abilities were crucial in supporting their thinking in coding tasks. In addition, we suggested meta-construction as an important skill to be successful in coding and robotics activities.


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    Titel :

    Introducing Coding and Robotics: Prospective Mathematics Teachers’ Metacognitive Thinking in Scratch


    Weitere Titelangaben:

    Lect. Notes in Networks, Syst.


    Beteiligte:
    Balogh, Richard (Herausgeber:in) / Obdržálek, David (Herausgeber:in) / Christoforou, Eftychios (Herausgeber:in) / Havenga, Marietjie (Autor:in) / Jordaan, Tertia (Autor:in)

    Kongress:

    International Conference on Robotics in Education (RiE) ; 2023 ; Limassol, Cyprus April 19, 2023 - April 21, 2023


    Erschienen in:

    Robotics in Education ; Kapitel : 2 ; 17-26


    Erscheinungsdatum :

    2023-10-04


    Format / Umfang :

    10 pages





    Medientyp :

    Aufsatz/Kapitel (Buch)


    Format :

    Elektronische Ressource


    Sprache :

    Englisch




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