TY - JOUR T1 - Bridging Primary Programming and Mathematics: Some Findings of Design Research in England A1 - Benton, Laura A1 - Hoyles, Celia A1 - Kalas, Ivan A1 - Noss, Richard Y1 - 2017/// KW - Children’s programming,Computing curriculum,Mathem PB - Digital Experiences in Mathematics Education JF - Digital Experiences in Mathematics Education VL - 3 IS - 2 SP - 115 EP - 138 DO - 10.1007/s40751-017-0028-x UR - https://link.springer.com/article/10.1007/s40751-017-0028-x?wt_mc=Internal.Event.1.SEM.ArticleAuthorOnlineFirst L1 - file:///C:/Users/au687736/Downloads/Benton2017_Article_BridgingPrimaryProgrammingAndM.pdf N2 - In this paper we present the background, aims and methodology of the ScratchMaths (SM) project, which has designed curriculum materials and professional development (PD) to support mathematical learning through programming for pupils aged between 9 and 11 years. The project was framed by the particular context of computing in the English education system alongside the long history of research and development in programming and mathematics. In this paper, we present a “framework for action” (diSessa and Cobb, Journal of the Learning Sciences, 13, 77–103, 2004) following design research that looked to develop an evidence-based curriculum intervention around carefully chosen mathematical and computational concepts. As a first step in teasing out factors for successful implementation and addressing any gap between our design intentions and teacher delivery, we focus on two key foundational concepts within the SM curriculum: the concept of algorithm and of 360° total turn. We found that our intervention as a whole enabled teachers with different backgrounds and levels of confidence to tailor the delivery of the SM in ways that can make these challenging concepts more accessible for both themselves and their pupils. ER - TY - BOOK T1 - Reviewing computational thinking in compulsory education: State of play and practices from computing education A1 - Bocconi, Stefania A1 - Chioccariello, Augusto A1 - Kampylis, Panagiotis A1 - Wastiau, Patricia A1 - Engelhardt, Katja A1 - Earp, Jeffrey A1 - Horvath, Milena A1 - Malagoli, Chiara A1 - Cachia, Romina A1 - Giannoutsou, Nikoleta A1 - Punie, Yves ED - dos Santos, Andreia Inmorato ED - Cachia, Romina ED - Giannoutsou, Nikoleta ED - Punie, Yves Y1 - 2022/// PB - Publications Office of the European Union CY - Luxemburg SN - 9789276472087 DO - https://doi.org/10.2760/126955 L1 - file:///C:/Users/au687736/Downloads/computhink_ii_-_final_report_-_upload_compressed.pdf ER - TY - CONF T1 - New frameworks for studying and assessing the development of computational thinking A1 - Brennan, Karen A1 - Resnick, Mitchel Y1 - 2012/// PB - American Educational Research Association JF - Proceedings of the 2012 Annual Meeting of the American Educational Research Association SP - 1 EP - 25 CY - Vancouver, Canada ER - TY - JOUR T1 - The Integration of Programming in Swedish School Mathematics: Investigating Elementary Mathematics Textbooks A1 - Bråting, Kajsa A1 - Kilhamn, Cecilia Y1 - 2022/06// JF - Scandinavian Journal of Educational Research VL - 66 IS - 4 SP - 594 EP - 609 DO - 10.1080/00313831.2021.1897879 UR - https://www.tandfonline.com/doi/full/10.1080/00313831.2021.1897879 L1 - file:///C:/Users/au687736/Downloads/The Integration of Programming in Swedish School Mathematics Investigating Elementary Mathematics Textbooks.pdf N1 - THIS IS AN ACCEPTED MANUSCRIPT CURRENTLY UNDER PROOF READING Particularly useful as a source of inspiration for the document analysis in the Danish case. Theoretical frameworks: Brennan & Resnick (2012): computational concepts, conceptual practices, changes in perspectives. Benton et al. (2016, 2017): Explore, explain, envisage, exchange bridgE This article: actions and concepts (RQ1); bridging mathematics and programming (RQ2) Bridging: 1. Taking steps in a grid 2. Patterns in programming and algebra ER - TY - JOUR T1 - Exploring the intersection of algebraic and computational thinking A1 - Bråting, Kajsa A1 - Kilhamn, Cecilia Y1 - 2021/// KW - Algebraic thinking KW - computational thinking KW - mathematics education KW - programming KW - semiotic representation PB - Routledge JF - Mathematical Thinking and Learning VL - 23 IS - 2 SP - 170 EP - 185 DO - 10.1080/10986065.2020.1779012 UR - https://doi.org/10.1080/10986065.2020.1779012 L1 - file:///C:/Users/au687736/Downloads/Exploring the intersection of algebraic and computational thinking.pdf N2 - This article investigates how the recent implementation of programming in school mathematics interacts with algebraic thinking and learning. Based on Duval’s theory of semiotic representations, we analyze in what ways syntax and semantics of programming languages are aligned with or divert from corresponding algebraic symbolism. Three examples of programming activities suggested for school mathematics are discussed in detail. We argue that although the semiotic representations of programming languages are similar to algebraic notation the meanings of several concepts in these two domains differ. In a learning perspective these differences must be taken into account, especially considering that students have to convert between registers with both overlapping and specific meanings. ER - TY - JOUR T1 - Research on Logo: A decade of progress A1 - Clements, Douglas H. A1 - Sarama, Julie Y1 - 1997/// JF - Computers in the Schools VL - 14 IS - 1-2 SP - 9 EP - 46 DO - 10.1300/J025v14n01_02 L1 - file:///C:/Users/au687736/Downloads/Research on Logo.pdf ER - TY - CHAP T1 - A Nordic community: Ideas of education and democracy in mathematics A1 - Dahl, Bettina A1 - Stedøy, Ingvill Merete ED - Stedøy, Ingvill Merete Y1 - 2004/// PB - TAPIR Akademisk Forlag JF - Mathematics Education - The Nordic Way SP - 1 EP - 10 CY - Trondheim SN - 82-471-6013-7 L1 - file:///C:/Users/au687736/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Dahl, Stedøy - 2004 - A Nordic community Ideas of education and democracy in mathematics.pdf ER - TY - JOUR T1 - Ontological innovation and the role of theory in design experiments A1 - DiSessa, Andrea A1 - Cobb, Paul Y1 - 2004/// JF - The Journal of the Learning Sciences VL - 13 IS - 1 SP - 77 EP - 103 L1 - file:///C:/Users/au687736/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/DiSessa, Cobb - 2004 - Ontological innovation and the role of theory in design experiments.pdf N1 - Grand theories Piaget's intellectual development, Skinner's behaviorist theory of learning, Newell's unified theories of cognition. Orienting frameworks For example, constructivist theory and cultural-historical theory. Frameworks for action e.g. Realistic Mathematics Education Domain specific instructional theories Informing learning trajectories N2 - The motivation for this article is our belief that theory is critically important but currently underplayed in design research studies. We seek to characterize and illustrate genre of theorizing that seems to us strongly synergistic with design-based research We begin by drawing contrasts with kinds of theory that are relevant but, we contend by themselves inadequate. A central element of the type of productive design-based theorizing on which we focus is "ontological innovation," hypothesizing and developing explanatory constructs, new categories of things in the world that help explain how it works. A key criterion to which we adhere when discussing ontological innovations is that theory must do real design work in generating, selecting and validating design alternatives at the level at which they are consequential for learning. Developing and refining an ontological innovation is challenging and requires the kind of extensive, iterative work that characterizes design experiments more generally. However, the pay-off in terms of clarity of focus and explanatory power can be great. We present two case studies that illustrate the development, refinement, extension, and instructional application of ontological innovations. ER - TY - ICOMM T1 - National curriculum in England: computing programmes of study A1 - Education, Department for Y1 - 2013/// JF - National curriculum in England IS - September SP - 3 EP - 3 UR - https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study L1 - file:///C:/Users/au687736/Downloads/National curriculum in England computing programmes of study - GOV.UK.pdf N2 - A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. ER - TY - GEN T1 - Curriculum for the compulsory school, preschool class and school-age educare 2011 A1 - Education, Swedish National Agency of Y1 - 2018/// PB - Elanders Sverige AB ER - TY - JOUR T1 - Five affordances of computational thinking to support elementary mathematics education A1 - Gadanidis, George Y1 - 2017/// JF - Journal of Computers in Mathematics and Science Teaching VL - 36 IS - 2 SP - 143 EP - 151 ER - TY - JOUR T1 - Toward data‐scientific thinking A1 - Gould, Robert Y1 - 2021/07// JF - Teaching Statistics VL - 43 IS - S1 SP - S11 EP - S22 DO - 10.1111/test.12267 UR - https://onlinelibrary.wiley.com/doi/10.1111/test.12267 ER - TY - CONF T1 - Introducing programming and digital competence in Swedish K-9 education A1 - Heintz, Fredrik A1 - Mannila, Linda A1 - Nordén, Lars Åke A1 - Parnes, Peter A1 - Regnell, Björn ED - Dagienė, Valentina ED - Hellas, Arto Y1 - 2017/// PB - Springer JF - Informatics in Schools: Focus on Learning Programming. ISSEP 2017. Lecture Notes in Computer Science VL - 10696 SP - 117 EP - 128 CY - Cham SN - 9783319714820 DO - 10.1007/978-3-319-71483-7_10 L1 - file:///C:/Users/au687736/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Heintz et al. - 2017 - Introducing programming and digital competence in Swedish K-9 education.pdf N2 - The role of computer science and IT in Swedish schools has varied throughout the years. In fall 2014, the Swedish government gave the National Agency for Education (Skolverket) the task of preparing a proposal for K–9 education on how to better address the competences required in a digitalized society. In June 2016, Skolverket handed over a proposal introducing digital competence and programming as interdisciplinary traits, also providing explicit formulations in subjects such as mathematics (programming, algorithms and problem-solving), technology (controlling physical artifacts) and social sciences (fostering aware and critical citizens in a digital society). In March 2017, the government approved the new curriculum, which needs to be implemented by fall 2018 at the latest. We present the new K–9 curriculum and put it in a historical context. We also describe and analyze the process of developing the revised curriculum, and discuss some initiatives for how to implement the changes. ER - TY - CHAP T1 - Programmeringens väg in i skolan - en jämförelse mellan Danmark och Sverige A1 - Helenius, Ola A1 - Misfeldt, Morten ED - Bråting, Kajsa ED - Kilhamn, Cecilia ED - Rolandsson, Lennart Y1 - 2021/// PB - Studentlitteratur JF - Programmering i skolmatematiken: Möjligheter och utmaningar SP - 39 EP - 56 L1 - file:///C:/Users/au687736/Downloads/Helenius-Misfeldt_kapitel 3_210408.pdf ER - TY - CONF T1 - On the integration of learning mathematics and programming A1 - Kohen-Vacs, Dan A1 - Kynigos, Chronis A1 - Milrad, Marcelo ED - Kong, Siu-Cheng ED - Hoppe, Heiz Ulrich ED - Hsu, Ting-Chie ED - Huang, Rong-Huai ED - Kuo, Bor-Chen ED - Li, Robert Kwok-Yiu ED - Looi, Chee-Kit ED - Milrad, Marcelo ED - Shih, Ju-Ling ED - Sin, Kuen-Fung ED - Song, Ki-Sang ED - Specht, Marcus ED - Sullivan, Florence ED - Vahrenhold, Jan Y1 - 2020/// KW - computational thinking KW - constructionism KW - mathematics KW - programming KW - programming at the service KW - subject matter integration PB - The Education University of Hong Kong JF - Proceedings of International Conference on Computational Thinking Education 2020 SP - 53 EP - 56 CY - Hong Kong L1 - file:///C:/Users/au687736/Downloads/Kohen et al 2020.pdf ER - TY - JOUR T1 - Computational Thinking Is More about Thinking than Computing A1 - Li, Yeping A1 - Schoenfeld, Alan H. A1 - diSessa, Andrea A. A1 - Graesser, Arthur C. A1 - Benson, Lisa C. A1 - English, Lyn D. A1 - Duschl, Richard A. Y1 - 2020/// KW - Cognition,Computational literacy,Computational thi KW - cognition KW - computational literacy KW - computational thinking KW - computing KW - models of thinking KW - stem integration PB - Journal for STEM Education Research JF - Journal for STEM Education Research VL - 3 IS - 1 SP - 1 EP - 18 DO - 10.1007/s41979-020-00030-2 L1 - file:///C:/Users/au687736/Downloads/Li2020_Article_ComputationalThinkingIsMoreAbo.pdf N2 - Computational thinking is widely recognized as important, not only to those interested in computer science and mathematics but also to every student in the twenty-first century. However, the concept of computational thinking is arguably complex; the term itself can easily lead to direct connection with “computing” or “computer” in a restricted sense. In this editorial, we build on existing research about computational thinking to discuss it as a multi-faceted theoretical nature. We further present computational thinking, as a model of thinking, that is important not only in computer science and mathematics, but also in other disciplines of STEM and integrated STEM education broadly. ER - TY - CONF T1 - Relations between mathematics and computer science in the French secondary school: A developing curriculum A1 - Modeste, Simon ED - Shimizu, Yoshinori ED - Vithal, Renuka Y1 - 2018/// PB - International Commission on Mathematical Instruction and University of Tsukuba JF - ICMI Study 24, School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities SP - 277 EP - 284 CY - Tsukuba L1 - file:///C:/Users/au687736/Downloads/Modeste_2018_ICMI24.pdf N1 - Their aim is to identify and classify actors involved in the process (levels of didactic codetermination). Focus on secondary school, i.e. grades 6-12. MAIN TAKEAWAY: four epistemological considerations (Modeste, 2012, 2015): A1. Foundations, logic and proof A2. Continuity and interfaces A3. Computer assisted mathematics and experimental dimensions A4. Modeling, simulation and relation with other disciplines N2 - In the last decade, France curricula for secondary school have included contents in Computer Science inside Mathematics curricula. We study this particular situation by questioning the history of the introduction of Computer Science in school in France, by analyzing the links between Mathematics and Computer Science in the curricula (based on epistemological considerations), and by enlightening the issues of this curriculum under development. ER - TY - JOUR T1 - Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? A1 - Olofsson, Anders D. A1 - Lindberg, J. Ola A1 - Young Pedersen, Alex A1 - Arstorp, Ann-Thérèse A1 - Dalsgaard, Christian A1 - Einum, Even A1 - Caviglia, Francesco A1 - Ilomäki, Liisa A1 - Veermans, Marjaana A1 - Häkkinen, Päivi A1 - Willermark, Sara Y1 - 2021/10// JF - Education Inquiry VL - 12 IS - 4 SP - 317 EP - 328 DO - 10.1080/20004508.2021.1976454 UR - https://www.tandfonline.com/doi/full/10.1080/20004508.2021.1976454 ER - TY - JOUR T1 - An exploration in the space of mathematics educations A1 - Papert, Seymour Y1 - 1996/// JF - International Journal of Computers for Mathematical Learning VL - 1 IS - 1 DO - 10.1007/BF00191473 UR - http://link.springer.com/10.1007/BF00191473 ER - TY - JOUR T1 - A framework for computational thinking dispositions in mathematics education A1 - Pérez, Arnulfo Y1 - 2018/// KW - Computational thinking KW - Learning dispositions KW - Mathematical thinking KW - STEM engagement JF - Journal for Research in Mathematics Education VL - 49 IS - 4 SP - 424 EP - 461 DO - 10.5951/jresematheduc.49.4.0424 L1 - file:///C:/Users/au687736/Downloads/jresematheduc.49.4.0424.pdf N2 - This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions-tolerance for ambiguity, persistence, and collaboration-and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement with CT. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections. ER - TY - JOUR T1 - Examining key concepts in research on teachers' use of mathematics curricula A1 - Remillard, Janine T. Y1 - 2005/// KW - Curriculum materials KW - Curriculum use KW - Mathematics KW - Teaching KW - Textbooks JF - Review of Educational Research VL - 75 IS - 2 SP - 211 EP - 246 DO - 10.3102/00346543075002211 L1 - file:///C:/Users/au687736/Downloads/00346543075002211.pdf N2 - Studies of teachers' use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research - such as curriculum use, teaching, and curriculum materials - are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers' interactions with curriculum materials. ER - TY - ICOMM T1 - Handlingsplan for teknologi i undervisningen A1 - Undervisningsministeriet, Børne- og Y1 - 2018/// UR - https://www.uvm.dk/publikationer/folkeskolen/2018-handlingsplan-for-teknologi-i-undervisningen ER - TY - GEN T1 - Fælles mål for teknologiforståelse A1 - Undervisningsministeriet, Børne- og Y1 - 2019/// UR - https://emu.dk/sites/default/files/2019-02/GSK. Fælles Mål. Tilgængelig. Teknologiforståelse.pdf ER - TY - GEN T1 - Forsøg med teknologiforståelse i folkeskolens obligatoriske undervisning - slutevaluering A1 - Undervisningsministeriet, Børne- og Y1 - 2021/// PB - UVM UR - https://www.uvm.dk/-/media/filer/uvm/aktuelt/pdf21/okt/211004-slutevaluering-teknologoforstaaelse.pdf L1 - file:///C:/Users/au687736/Downloads/211004-Slutevaluering-teknologoforstaaelse.PDF ER - TY - GEN T1 - Didaktiske prototyper - Format og vejledning A1 - Undervisningsministeriet, Børne- og Y1 - 2021/// PB - Børne- og Undervisningsministeriet UR - https://tekforsøget.dk/wp-content/uploads/2021/06/Format-og-vejledning-til-didaktiske-prototyper-maj-2021.pdf L1 - file:///C:/Users/au687736/Downloads/Format-og-vejledning-til-didaktiske-prototyper-maj-2021.pdf N1 - Updated: May, 2021 ER - TY - JOUR T1 - Defining Computational Thinking for Mathematics and Science Classrooms A1 - Weintrop, David A1 - Beheshti, Elham A1 - Horn, Michael A1 - Orton, Kai A1 - Jona, Kemi A1 - Trouille, Laura A1 - Wilensky, Uri Y1 - 2016/// KW - Computational problem solving KW - Computational thinking KW - High school mathematics and science education KW - Modeling and simulation KW - STEM education KW - Scientific practices KW - Systems thinking PB - Springer JF - Journal of Science Education and Technology VL - 25 IS - 1 SP - 127 EP - 147 DO - 10.1007/s10956-015-9581-5 L1 - file:///C:/Users/au687736/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Weintrop et al. - 2016 - Defining Computational Thinking for Mathematics and Science Classrooms.pdf N2 - Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “computational thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics. ER - TY - JOUR T1 - Computational thinking A1 - Wing, Jeannette M. Y1 - 2006/03// JF - Communications of the ACM VL - 49 IS - 3 SP - 33 EP - 35 DO - 10.1145/1118178.1118215 UR - https://dl.acm.org/doi/10.1145/1118178.1118215 L1 - file:///C:/Users/au687736/Downloads/1118178.1118215.pdf N2 - It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use. ER - TY - CHAP T1 - The politics of computational thinking and programming in mathematics education: Comparing curricula and resources in England, Sweden and Denmark A1 - Tamborg, Andreas Lindenskov A1 - Elicer, Raimundo A1 - Bråting, Kajsa A1 - Geraniou, Eirini A1 - Jankvist, Uffe Thomas A1 - Misfeldt, Morten ED - Pepin, Birgit ED - Gueudet, Ghislaine ED - Choppin, Jeff Y1 - 2023/09/16/ PB - Springer JF - Handbook of Digital Resources in Mathematics Education DO - 10.1007/978-3-030-95060-6_55-1 UR - https://link.springer.com/referenceworkentry/10.1007/978-3-030-95060-6_55-1 ER - TY - CONF T1 - Nature of the relations between programming and computational thinking and mathematics in Danish teaching resources A1 - Elicer, Raimundo A1 - Tamborg, Andreas Lindenskov ED - Jankvist, Uffe Thomas ED - Elicer, Raimundo ED - Clark-Wilson, Alison ED - Weigand, Hans-Georg ED - Thomsen, Marianne Y1 - 2022/// KW - computational thinking KW - mathematical competencies KW - programming PB - Aarhus University JF - Proceedings of the 15th International Conference on Technology in Mathematics Teaching SP - 45 EP - 52 CY - Copenhagen L1 - file:///C:/Users/au687736/ICTMT 15 LOC/Proceedings/HAL Contributions/ICTMT15_045-052.pdf ER - TY - THES T1 - The concept concept in mathematics education: A concept analysis A1 - Wedman, Lotta Y1 - 2020/08/21/ KW - concept KW - mathematical concepts KW - concept analysis KW - conceptual analysis KW - mathematics education KW - concept image KW - conception KW - schema M3 - Doctoral CY - Gothenburg, Sweden UR - http://hdl.handle.net/2077/64096 ER - TY - JOUR T1 - Out of the public eye: Researching political factors that influence the implementation of research knowledge as part of educational reforms and mathematics textbooks A1 - Aguilar, Mario Sánchez A1 - Castaneda, Apolo Y1 - 2022/// PB - Implementation and Replication Studies in Mathematics Education JF - Implementation and Replication Studies in Mathematics Education VL - 1 IS - 2 SP - 107 EP - 129 DO - 10.1163/26670127-bja10001 UR - https://doi.org/10.1163/26670127-bja10001 ER - TY - JOUR T1 - Unplugged approaches to computational chinking: A historical perspective A1 - Caeli, Elisa Nadire A1 - Yadav, Aman Y1 - 2020/// PB - TechTrends JF - TechTrends VL - 64 IS - 1 SP - 29 EP - 36 DO - 10.1007/s11528-019-00410-5 UR - https://doi.org/10.1007/s11528-019-00410-5 ER - TY - JOUR T1 - A model for developing computational thinking skills A1 - Palts, Tauno A1 - Pedaste, Magnus Y1 - 2020/// JF - Informatics in Education VL - 19 IS - 1 SP - 113 EP - 128 DO - 10.15388/infedu.2020.06 UR - https://doi.org/10.15388/infedu.2020.06 ER -