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http://dx.doi.org/10.7468/jksmec.2019.22.4.239

The Effects of Computational Thinking-based Instruction Integrating of Mathematics Learning and Assessment on Metacognition and Mathematical Academic Achievements of Elementary School Students  

Sim, Hyo Shin (Bonghyeon Elementary School)
Park, Mangoo (Seoul National University of Education)
Publication Information
Education of Primary School Mathematics / v.22, no.4, 2019 , pp. 239-259 More about this Journal
Abstract
The 2015 revised mathematics curriculum specified software education as a mandatory curriculum amid a trend in which the software environment was extended to daily life due to the fourth industrial revolution. It also calls for a paradigm shift in lessons that incorporate learning and evaluation by specifying a process-oriented assessment. This study focused on addition and subtraction classes based on computational thinking skills that integrate mathematics learning and evaluation. Two fourth grade classes of elementary schools in Seoul were selected to conduct a pre- and post- test of metacognition and mathematics achievement through quantitative research. Also, a mixed study was conducted to analyze students' activities and opinions in parallel. The results of the study confirmed that the computational thinking-based classes, which incorporate mathematics learning and evaluation, had a positive effect on the metacognition of elementary school students and the improvement of their achievement scores. In addition to those identified in this study, further studies on other factors are proposed.
Keywords
computational thinking; instruction integrating learning and assessment; metacognition;
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