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Direct linkPérez, Arnulfo – Journal for Research in Mathematics Education, 2018
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…
Descriptors: Mathematics Education, Thinking Skills, Secondary School Teachers, Mathematics Teachers
