The Integration of Programming in Swedish School Mathematics: Investigating Elementary Mathematics Textbooks

We characterize the recently included programming content in Swedish mathematics textbooks for elementary school. Especially, the connection between programming content and traditional mathematical content has been considered. The analytical tools used are based on the so-called 5E's, a theoret...

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Bibliographic Details
Published in:Scandinavian journal of educational research 2022, Vol.66 (4), p.594-609
Main Authors: Bråting, Kajsa, Kilhamn, Cecilia
Format: Article
Language:English
Subjects:
Computer Science Education
Computer Software
Concept Formation
Correlation
Course Content
Curricula
curriculum
digital tools
Education & Educational Research
Educational Sciences
Educational technology
Elementary education
Elementary School Students
Foreign Countries
Interdisciplinary Approach
Mathematical Concepts
Mathematics education
Mathematics Instruction
Programming
Teaching Methods
textbook analysis
Textbooks
Utbildningsvetenskap
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Summary:We characterize the recently included programming content in Swedish mathematics textbooks for elementary school. Especially, the connection between programming content and traditional mathematical content has been considered. The analytical tools used are based on the so-called 5E's, a theoretical framework of action, developed within the ScratchMath project, and Brennan and Resnick's (2012) terms computational concepts and practices. The result uncovers "follow a procedure" as the dominating action, in which the concepts stepwise instruction and repeated pattern were frequent. Bridging between programming and mathematics is weak in the sense that the programming content does not enhance the possibility to explore mathematical concepts and ideas.
ISSN:0031-3831
1470-1170
1470-1170
DOI:10.1080/00313831.2021.1897879