Networking the theoretical constructs of computational thinking and techno-mathematical fluency through a geometrical task

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Frameworks for mathematical learning have been updated to make sense of digital tools, leading to the notion of mathematical digital competencies. In particular and in parallel, the computational thinking (CT) construct has gained relevance, and the mathematics curriculum takes part in this wave of interest. We offer a theoretical discussion on the meanings and implications of enabling technomathematical discourse at the intersection of CT and mathematical digital competencies. We do so by networking theories anchored in episodes from an implemented geometry task. A computermathematical fluency is not a particular case of techno-mathematical discourse, and it must entail combining and disambiguating computer and mathematical knowledge. It relates to the artefactinstrument duality to communicate through and with the computer environment through instrumented actions to construct computer models in mathematical situations.
Original languageEnglish
Title of host publicationMathematics Education in the Digital Age (MEDA 3) : Proceedings of the 13th ERME Topic Conference (ETC 13)
EditorsHans-Georg Weigand, Ana Donevska-Todorova, Eleonora Faggiano, Paola Iannone, Janka Medová, Michal Tabach, Melih Turgut
PublisherEuropean Society for Research in Mathematics Education / ERME
Publication date2022
Pages 125-132
ISBN (Print)978-80-558-1912-9
Publication statusPublished - 2022
EventMathematics Education in the Digital Age (MEDA): 13th ERME Topic Conference - Constantine the Philosopher University in Nitra, Nitra, Slovakia
Duration: 7 Sep 20229 Sep 2022
Conference number: 13


ConferenceMathematics Education in the Digital Age (MEDA): 13th ERME Topic Conference
LocationConstantine the Philosopher University in Nitra

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