An exploratory study on mathematics teacher educators' beliefs and understandings about computational thinking
Résumé
This paper reports an investigation of mathematics teacher educators' views and perceptions on computational thinking (CT) and its impact on mathematical learning. We conducted semistructured interviews with experienced mathematics teacher educators, all of whom have extensive experience with the use of digital technologies for mathematical teaching and learning and report on data from two of them. Our aim is to offer insights into how CT is perceived and understood by them, to support them in self-assessing their possession of CT practices, and how to support mathematics teachers and students in gaining CT. We offer ideas regarding the promotion of CT and its integration in mathematics teaching and learning.
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