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Summing It All Up
Published in James K. Peterson, Basic Analysis II, 2020
As we see it, digital fluency requires not just the ability to chat, browse, and interact but also the ability to design, create, and invent with new media. To do [this], you need to learn some type of programming. The ability to program provides important benefits. For example, it greatly expands the range of what you can create (and how you can express yourself) with the computer. It also expands the range of what you can learn. In particular, programming supports “computational thinking,” helping you learn important problem-solving and design strategies (such as modularization and iterative design) that carry over to non programming domains. And since programming involves the creation of external representations of your problem-solving processes, programming provides you with opportunities to reflect on your own thinking, even to think about thinking itself (M. Resnick and J. Maloney and A. Monroy-Hernandez and N. Rusk and E. Eastmond and K. Brennan and A. Millner and E. Rosenbaum and J. Silver and B. Silverman and Y. Kafai
Revisiting the Future of Technical Communication
Published in Carlos Evia, Creating Intelligent Content with Lightweight DITA, 2018
The theoretical axis of the evolution of DITA analyzed in this book is based on the concept of computational thinking, which is defined by their main proponents as follows: Computational thinking is the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent.(Cuny et al. 2010, quoted by Wing, 2011)
Exploring the construct of the new way of thinking in the digital environment
Published in Behaviour & Information Technology, 2022
Emmanouil Stiakakis, George Barboutidis
Wing (2006) introduced the concept of computational thinking (CT) as dealing with a problem in a way that a computer can help us to solve it. She believes that it is a fundamental skill for everyone, not just for computer scientists and should be added to children’s abilities. Computational thinking is a kind of analytical thinking, which shares with mathematical thinking, engineering thinking, and scientific thinking. Wing (2011) proposed a new definition of CT: ‘Computational thinking is the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent’ (1). According to this definition, CT is a thought process, thus independent from technology, a problem-solving methodology that expands the realm of computer science into all disciplines.
University students turning computer programming into an instrument for ‘authentic’ mathematical work
Published in International Journal of Mathematical Education in Science and Technology, 2020
Chantal Buteau, Ghislaine Gueudet, Eric Muller, Joyce Mgombelo, Ana Isabel Sacristán
These emerging practices in mathematics research, we argue, are grounded on programming technology and fall under the umbrella of computational thinking for mathematics. Indeed, Weintrop et al.’s (2016) taxonomy (see Figure 1) gives insights into the computational thinking engagement by mathematicians and scientists, which encompasses the activities described by the European Mathematical Society (2011) and by the organizers of the computational mathematics session at CRM. For example, interpreting and preparing problems for mathematical modelling, assessing different approaches, developing modular solutions, and creating computational abstractions. Weintrop et al.'s work was based on an extensive literature review, an analysis of mathematics and science learning activities, and interviews with ‘biochemists, physicists, material engineers, astrophysicists, computer scientists, and biomedical engineers’ (p. 134). Their work resulted in outlining what they believe to be the integral computational thinking practices for mathematics and science. Seen more broadly, one can describe computational thinking as ‘the thought processes involved in formulating a problem and expressing its solution(s) in such a way that a computer – human or machine – can effectively carry out’ (Wing, 2014, p. 5).
“Be a Lighting Programmer”: Supporting Children Collaborative Learning through Tangible Programming System
Published in International Journal of Human–Computer Interaction, 2023
Xinyuan Wang, Qian Xing, Qiao Jin, Danli Wang
Computational thinking is seen as a fundamental skill for everyone (Wing, 2006), which enables people to deal with problems more efficiently. Some developed countries have realized the importance of cultivating children’s computational thinking, and they have included programming education in the compulsory courses (National Research Council, 2010) Many researchers have carried out in-depth research on children’s programming education by simplifying and visualizing the complex and abstract traditional text programming language, so as to make it easy and available for children. The existing programming tools for children are mainly divided into two categories: graphical programming and tangible programming, such as Scratch (Resnick et al., 2009) and T-maze (Wang et al., 2011).