Revising a programming task in geometry through the lens of design-based implementation research

Raimundo Elicer*, Andreas Lindenskov Tamborg, Uffe Thomas Jankvist

*Corresponding author for this work

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

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Abstract

The paper addresses the role of educational task design in implementation research. Its point of departure is the first revision of a task developed for 4th grade in collaboration with a Danish school teacher. The authors informed the task from a hypothetical learning trajectory that requires students to draw on their knowledge both of mathematics and programming and computational thinking. From a task-design standpoint, the teacher's experience proves necessary to adapt the task to local reality. The collaborative process illustrates broader implementation issues, such as problems and roles of different stakeholders, innovation adaptation and capacity building. The lessons are consistent with the emergence of design-based implementation research as a more comprehensive model.
Original languageEnglish
Title of host publicationProceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12),
EditorsJeremy Hodgen, Eirini Geraniou, Giorgio Bolondi, Federica Ferretti
Number of pages8
PublisherERME and Free University of Bozen-Bolzano
Publication date2022
Pages4119-4126
ISBN (Electronic)9791221025378
Publication statusPublished - 2022
Event12th Congress of the European Society for Research in Mathematics Education - University of Bozen-Bolzano, Bozen-Bolzano, Italy
Duration: 2 Feb 20225 Feb 2022
Conference number: 12
https://www.cerme12.it/

Conference

Conference12th Congress of the European Society for Research in Mathematics Education
Number12
LocationUniversity of Bozen-Bolzano
Country/TerritoryItaly
CityBozen-Bolzano
Period02/02/202205/02/2022
Internet address
SeriesCERME Proceedings Series
Volume12

Keywords

  • Design-based implementation research
  • Hypothetical learning trajectories
  • Programming
  • Task design
  • Computational Thinking

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