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dc.contributor.authorCalder, Nigel Stuarten_NZ
dc.contributor.authorRhodes, Kateen_NZ
dc.date.accessioned2023-06-26T03:27:07Z
dc.date.available2023-06-26T03:27:07Z
dc.date.issued2023-01-06en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/15790
dc.description.abstractThis paper reports on teachers’ perceptions of their students’ learning as part of a project examining the learning that took place when the students used ScratchMaths in their classroom programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews and teacher analysis and review of their practice. The teachers identified the students’ problem solving, use of unplugged activities and collaborating using explicit mathematical and coding language as ways to facilitate thinking. They also recognised that their own practice evolved into a more faciliatory role, while their understanding of coding processes grew through learning beside, and through, their students.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.rights©2022 Wilf Malcolm Institute of Educational Research, Division of Education.
dc.titleCoding and mathematics: How did coding and collaboration facilitate thinking?en_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/ajte.v8i.90en_NZ
dc.relation.isPartOfAustralasian Journal of Technology Educationen_NZ
pubs.elements-id307492
pubs.publication-statusPublished onlineen_NZ
pubs.volume8en_NZ
dc.identifier.eissn2382-2007en_NZ


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