Proposta didàctica basada en pensament computacional per a la millora de la resolució de problemes en primària

  1. Girona-García, Andrea 1
  2. López-Iñesta, Emilia 1
  3. Sanz, Maria T.
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
REIRE: revista d'innovació i recerca en educació

ISSN: 2013-2255

Year of publication: 2023

Issue Title: (juliol-desembre, 2022)

Volume: 16

Issue: 1

Pages: 1-20

Type: Article

DOI: 10.1344/REIRE.37597 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: REIRE: revista d'innovació i recerca en educació

Abstract

INTRODUCTION. The changes brought in by the new legislation on education in Spain have acknowledged the importance of computational thinking in non-university education. These changes are a response to the European Commission’s recognition of the positive effects of computational thinking on cognitive processes in problem-solving. METHOD. A proposal for teaching mathematics to third-year primary school pupils is presented. The objective is to show that computational thinking can be a fundamental tool for improving the resolution of arithmetic problems. RESULTS. A series of non-technological activities have been designed in order to develop the skills of understanding statements, organization, and data analysis. In addition, a battery of problems is presented to assess the initial level of students and to establish whether computational thinking strategies improve problem-solving. DISCUSSION. The application of computational thinking allows the development and improvement of problem-solving skills and abilities that will be vital throughout the curriculum. Examples are the understanding of statements, inquiry, the generation of hypotheses and the evaluation of the results obtained.

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