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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys Lise E. Welch; Jessica F. Shumway; Jody Clarke-Midura; Victor R. Lee In: Education Sciences; Volume 12; Issue 2; Pages: 143 (2022) Abstract: Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5–6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming lesson was analyzed for evidence of preconceptions and conceptions of a dynamic linear unit. Using Artifact-Centric Activity Theory as a lens for the analysis, we found that social context, gesturing, and verbal descriptions influenced the children’s understanding of a dynamic linear unit. Challenges that students encountered included developing a constructed conception of a unit, reconciling preconceptions about the meaning of a code, and socially-influenced preconceptions. This study furthers the exploration of computational thinking and mathematics connections and provides a basis for future exploration of dynamic mathematics and programming learning in early elementary education. Keyword: coding toys; computational thinking; early childhood; linear measurement; mathematics education; programming; STEM education URL: https://doi.org/10.3390/educsci12020143 BASE Hide details

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