Computational thinking in Denmark from an anthropological theory of the didactic perspective

Tamborg ^[1] ; Raimundo Elicer ^[2] ; Morten Misfeldt ; Uffe Thomas Jankvist
1. [1] University of Copenhagen
  
  University of Copenhagen
  
  Dinamarca
2. [2] Aarhus University
  
  Aarhus University
  
  Dinamarca
Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 4, 2022 (Research Reports (Si – Z) · Oral Communications, Poster Presentations), ISBN 978-84-1302-178-2, págs. 91-98
Idioma: inglés
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Resumen
- In this paper, we study the external didactical transposition of programming and computational thinking (PCT) into the Danish compulsory school mathematics curriculum. Taking an anthropological theory of the didactic approach, we focus on the nature of mathematical and PCT knowledge being transposed into the new curriculum as prescribed praxeologies. Two main critiques arise. First, PCT knowledge being transposed into mathematics is broad and has no immediate relation to definitions from the literature. Second, the new competence and subject-matter areas are barely juxtaposed to those from mathematics. As a consequence, the responsibility of developing meaningful integrations in concrete teaching—the internal didactic transposition—lies entirely on teachers and material developers.