Implementation through adaptation: Relations between mathematics, programming, and computational thinking
Résumé
This paper examines the experience of three teachers who participated in developing teaching resources for programming and computational thinking (PCT) as part of a project that integrates mathematics and PCT. Using interviews, we explore the teachers’ understanding of this integration and their approach to transmitting it through teaching sequences. The findings reveal that the teachers face challenges in exerting agency over the innovation and adapting it for implementation, affecting their ability to integrate PCT and mathematics effectively.
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