Exploring Measurement through Coding: Children's Conceptions of a Dynamic Linear Unit with Robot Coding Toys

• Main Authors: Lise E. Welch (Author), Jessica F. Shumway (Author), Jody Clarke-Midura (Author), Victor R. Lee (Author)
• Format: Book
• Published: MDPI AG, 2022-02-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci12020143; 2227-7102
• Keywords: early childhood; programming; computational thinking; linear measurement; mathematics education; coding toys; Education; L
• Source: Education Sciences, Vol 12, Iss 2, p 143 (2022)

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.