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

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  • Andreas Lindenskov Tamborg, Department for Science Education, University of Copenhagen
  • ,
  • Raimundo Elicer
  • Morten Misfeldt, Department for Science Education, University of Copenhagen, Denmark
  • Uffe Thomas Jankvist
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.
Original languageEnglish
Title of host publicationProceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
EditorsCeneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Number of pages8
Volume4
PublisherPME
Publication year13 Jul 2022
Pages91-98
ISBN (Electronic)978-84-1302-178-2
Publication statusPublished - 13 Jul 2022
Event45th Conference of the International Group for the Psychology of Mathematics Education: Mathematics education research supporting practice: empowering the future - University of Alicante, Alicante, Spain
Duration: 18 Jul 202223 Jul 2022
Conference number: 45
https://web.ua.es/en/pme45/home.html

Conference

Conference45th Conference of the International Group for the Psychology of Mathematics Education
Nummer45
LocationUniversity of Alicante
LandSpain
ByAlicante
Periode18/07/202223/07/2022
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