ComputationalThinkingWorkshopforEducators

Planningstrategytointegratecomputationalthinking(CT)totheteachingof
mathematicsinprimaryandsecondaryeducation.

GOAL:

The objective of the strategy is to integrate Computational Thinking (CT) and

Mathematical Thinking (MT) in teaching mathematics through Workshop with
numericalpuzzle.

PLACEANDDATE:

FusagasugColombiaSouthAmerica.October,2015

HUMANTALENT:

Teachers and students of Degree in Mathematics, Cundinamarca University,

Colombia.

DESCRIPTION:

Thephasesoftheplanningprocessaredescribedbelow:

Stage1:

Registration of one (1) teacher and eleven (11) students from the Degree in
Mathematics, Cundinamarca University, in the course of Computational Thinking
EducatorsGoogle.

Stage2:

Collaborative planning of twelve (12) activities to articulate the Computational

Thinking(CT)withMathematicalThinking(MT)insolvingnumericalpuzzle.

Teachers and students plan collaboratively the Computational Thinking Workshop

forMathteachers,asillustratedinthefollowingtable:

Name
Activity

Why?

How?

Who?

What?

When?

Whatisthe
reason?

What
computatio
nal
thinking
conceptis
used?

Whatclass
andageof
studentis
thisfor?

Whatwill
be
included?

Howoften
doesit
happen?

Cardsin
Order

Designer:
MarthaLidia
Barreto
Moreno

Develop
computational
thinking skills in
the
numerical
domain.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)
Design
Algorithm
(DA)

Highschool
students.

Age:1417
yearsold.

Integrating
concepts of
computational
thinking
(DPRA/GP
DA) in the
process
of
mathematizati
on in solving
theproblem.

Heuristic
strategies for
problem
solving
in
Mathematics.

Implementatio
n
of
augmented
reality(AR) to
boost
the
interaction of
students with
theproblem.

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withhigh
school
students
throughthe
teachingand
research
practice.

Autophagyof
Ouroboros

Designer:
Hctor

Develop
computational
thinking skills in
the
numerical
domain.

Decompositio
n(D)
Pattern
Recognition
(PR)

Basic
education
students.

Age:913
yearsold.

Integrating
concepts of
computational
thinking (D,
PR) in the
process
of
mathematizati
on in solving
theproblem.

Heuristic
strategies for
problem
solving
in
Mathematics.

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withstudents
ofbasic
education
throughthe
practiceof


Implementatio
n
of
augmented
reality(AR) to
boost
the
interaction of
students with
theproblem.

teachingand
research
practice..

Fractals
checkerboar
ds

Designer:

Develop
computational
thinking in the
realm
of
randomness.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)
Design
Algorithm
(DA)

Highschool
students.

Age:1417
yearsold.

Integrating
concepts of
computational
thinking
(DPRA/GP
DA) in the
process
of
mathematizati
on in solving
theproblem.

Heuristic
strategies for
problem
solving
in
Mathematics.

Implementatio
n
of
augmented
reality(AR) to
boost
the
interaction of
students with
theproblem.

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withhigh
school
students
throughthe
teachingand
research
practice.

Data
Encryption

Designer:

Develop
computational
thinking in the
field of data
encryption.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)
Design
Algorithm
(DA)

Highschool
students.

Age:1417
yearsold.

Computationa
l
Thinking
concepts.

Mathematical
thinkingskills

Practice: data
encryption.

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withhigh
school
students
throughthe
teachingand
research

Jerusalem
advanced

Designer:

Develop
computational
thinking skills in
the
numerical
domain.

Decompositio
n(D)
Pattern
Recognition
(PR)

Basic
education
students.

Age:913
yearsold.

Integrating
concepts of
computational
thinking (D,
PR) in the
process
of

PartI:
Meetingof
teachersof
mathematics
2015.

mathematizati
on in solving
theproblem.

Heuristic
strategies for
problem
solving
in
Mathematics.

Implementatio
n
of
augmented
reality(AR) to
boost
the
interaction of
students with
theproblem.

PartII:
Interaction
withstudents
ofbasic
education
throughthe
practiceof
teachingand
research
practice.

Cubicmaze

Designer:

Computational
Thinking develop
geometric and
numerical
domains.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)

Basic
education
students.

Age:913
yearsold.

Integrating
concepts of
computational
thinking (D,
PR, GP) in
theprocess of
mathematizati
on in solving
theproblem.

Heuristic
strategies for
problem
solving
in
Mathematics.

Implementatio
n
of
augmented
reality(AR) to
boost
the
interaction of
students with
theproblem.

Google
Sketchup

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withstudents
ofbasic
education
throughthe
practiceof
teachingand
research
practice.

Poseidon
Matrices

Designer:

Develop
computational
thinking skills in
the
numerical
domain.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio

Highschool
students.

Age:1417
yearsold.

Integrating
concepts of
computational
thinking
(DPRA/GP)
in theprocess
of
mathematizati

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:

n of Patterns
(GP)

on in solving
theproblem.

Heuristic
strategies for
problem
solving
in
Mathematics.

Implementatio
n
of
augmented
reality(AR) to
boost
the
interaction of
students with
theproblem.

Interaction
withhigh
school
students
throughthe
teachingand
research
practice.

Mendel's
laws

Designer:

Develop
computational
thinking,
articulating logic
andgenetics.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)
Design
Algorithm
(DA)

Highschool
students.

Age:1417
yearsold.

Computationa
l
Thinking
concepts.

Horizontal
processes
Mathematizati
on

Heuristic
strategies for
problem
solving
in
Mathematics.

Augmented
Reality(AR)

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withhigh
school
students
throughthe
teachingand
research
practice.

Worms
dreamof
Atlantis

Designer:

Develop
computational
thinking in the
realm of the
geometric.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)
Design
Algorithm
(DA)

Basic
education
students.

Age:913
yearsold.

Integrating
concepts of
computational
thinking
(DPRA/GP
DA) in the
process
of
mathematizati
on in solving
theproblem.

Heuristic
strategies for
problem
solving
in
Mathematics.

Implementatio
n
of
augmented
reality(AR) to

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withstudents
ofbasic
education
throughthe
teachingand
research
practice.

boost
the
interaction of
students with
theproblem.
SnowAlien

Designer:

Develop
computational
thinking in the
realm
of
randomness.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)
Design
Algorithm
(DA)

Highschool
students.

Age:1417
yearsold.

Computationa
l
Thinking
concepts
(DPRA/GP
DA).

Horizontal
processes
Mathematizati
on

Heuristic
strategies for
problem
solving
in
Mathematics.

Augmented
Reality(AR)

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withhigh
school
students
throughthe
teachingand
research
practice.

Hailnumbers

Designer:

Develop
computational
thinking in the
realm of the
variational.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)
Design
Algorithm
(DA)

Highschool
students.

Age:1417
yearsold.

Computationa
l
Thinking
concepts
(DPRA/GP
DA).

Horizontal
processes
Mathematizati
on

Heuristic
strategies for
problem
solving
in
Mathematics.

Augmented
Reality(AR)

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withhigh
school
students
throughthe
teachingand
research
practice.

Dudley
Triangle

Designer:

Develop
computational
thinking skills in
the
numerical
domain.

Decompositio
n(D)
Pattern
Recognition
(PR)
Abstraction
(A)
or
Generalizatio
n of Patterns
(GP)

Basic
education
students.

Age:1113
yearsold.

Computationa
l
Thinking
concepts
(DPRA/GP
DA).

Horizontal
processes
Mathematizati
on

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withstudents

Design
Algorithm
(DA)

Heuristic
strategies for
problem
solving
in
Mathematics.

Augmented
Reality(AR)

ofbasic
education
throughthe
teachingand
research
practice.

Stage3:

Individual work on the development of the course activities of Computational

ThinkingforEducatorsGoogle.

Stage4:

EachmemberofthegroupsolvesapuzzleusingComputationalThinkingprocesses.

Stage5:

Adjustments to the initial plan of each of the twelve (12) activities (puzzles) for
publicationinthecourseofComputationalThinkingforEducatorsaremade.

Theredesign is theproductofreflectionontheactiontoarticulatecomputationaland
mathematicalthinking.

STRATEGYFORKNOWLEDGETRANSFER

Ensure continuity of the workshops for the integration of Computational Thinking

(CT)intheteachingofmathematicsinprimaryandsecondaryeducation

AssesstheimpactofthefirstWorkshoponComputationalThinking.

Tracktheprocesstoensurecontinuityandcoverageintheregion.

WhatfollowsisthePlanificacinActivity:Cardsinorder.

I am the teacher and designer of the strategy and Activity Cards in Order. I have
accompaniedeachofthestudents,withthedesignoftheirrespectiveactivities.

ActivityPlan:CardsinOrder

Thisactivityaimstodevelopcomputationalthinkingskillsinthedomainofnumerical
thinking.

Problem:

Take the thirteen (13) hearts of any card or, failing that, thirteen (13) ballots numbered 1to
13.

Place the thirteen (13) cards face down in a pile and uncover the card that is left over,
placingitaside.

Nowtakethenextcardfromthepileandplaceitwithoutlookingunderit.

Again, uncover the card that is leftover,setitasideandmovetheletterthathasbeentopof

thepiletothebottomofit.

Repeatthisoperationtouncoverandmovethecardsfromthepileareexhausted.

How should initially ordered the cards to the heap astheyareuncovering,theyareinorder,

the ace, two, three, and so on until the king? What is the mathematical model todetermine
howtosortnletters?(Recamn,1997).

Name
Teaching
sequence

Why?

How?

Who?

What?

When?

Whatisthe
reason?

What
computatio
nal
thinking

Whatclass
andageof
studentis

Whatwill
be
included?

Howoften
doesit
happen?

conceptis
used?

thisfor?

Action
situation.

Because
the
Decomposition
(D)
of
the
problem requires
the interaction of
students
with
real and virtual
objects
to
manipulate and
understand what
sets the problem
statement.

It is important to
decompose the
problem
into
simpler
subproblems and
make decisions
individually.

Decompositi
on(D).

Basic
education
students.

Age:912
yearsold.

Highschool
students.

Age:1417
yearsold.

Handle
in
thirteen cards
(13)
according to
the
statement.

Explore
alternatives
for obtaining
the requested
ordination.

Browse
ordination for
a
smaller
number
of
cards.
Broken down
the problem
into
subproblems.

To
schematize
the
partial
solutions
obtained.

Thisactivity
takesplacein
two(2)times:

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
with
elementary
school
studentsand
highschool
throughthe
teachingand
research
practice.

Formulation
situation.

The construction
ofknowledgeisa
social
activity,
therefore, you
needtoestablish
communication
between
the
students
to
present
their
individual
strategies in the
process
of
Decomposition
(D).

Pattern
Recognition
(PR)
is enriched
bytheinteraction
between
the
students,sharing

Decompositi
on(D).

Pattern
Recognition
(PR).

Basic
education
students.

Age:1012
yearsold.

Socializeand
watch
the
patterns
identified in
the individual
work.

Presenting
the problem
for
basic
situations, eg
3 letters, 4
letters, etc.,
up to 13
cards.

Organize
data
sequences in
each
particular
case.

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
with
elementary
school
studentsand
highschool
throughthe
teachingand
research
practice.

Highschool
students.

Age:1417
yearsold.

the
representations
generated from
different
perspectives.

Validation
situation

Institutional
ization
situation

Identify
trends
and
regularities in
thedata.

You need to
convince one or
more partners of
theimportanceof
the statements
made in the
process
of
problem
resolution.

Abstraccin
(A)
o
Generalizaci
ndel
Patrn(GP).

The collaborative
group
should
structure
the
social
significance of
the
solution
given to the
problem
and
proceed
to
Design
the
Algorithm(DA).

Diseodel
Algoritmo
(DA).

Basic
education
students.

Age:1314
yearsold.
Highschool
students.

Age:1417
yearsold.

Recognize
isomorphic
aspects
in
several
problems.

Remember
similar
problems.

Identify
trends
in
similar
problems.

Look
for
patterns
in
the
results
that lead to
the
formulation of
conjectures.

Develop
evidence to
prove their
claims.

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
with
elementary
school
studentsand
highschool
throughthe
teachingand
research
practice.

Highschool
students.

Age:1417
yearsold.

Reread the
statement,
and consider
if it is found
what
he
wanted.

Check out all

the
above
process.

Remember
and organize
every
successful
strategy
in
solving the
problem.

Structuring a
set
of

PartI:
Meetingof
teachersof
mathematics
2015.

PartII:
Interaction
withhigh
school
throughthe
teachingand
research
practice.

instructions
step by step
to solve this
problem.

Explore the
algorithm.

Evaluate the
functionality
algorithm for
solvingsimilar
problems.

Thefollowingimagesillustrateaspectsoftheprocessofresolvingthe
problembyintegratingtheconceptsofComputationalThinking.