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Dorian Stoilescu
Western Sydney University
Mathematics

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Exploring the Introduction of Computational Thinking in STEM Education in Australian Schools Dorian Stoilescu
Southeast Asian Mathematics Education Journal Vol 9, No 1 (2019)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (162.724 KB) | DOI: 10.46517/seamej.v9i1.70

Abstract

This paper discusses theoretical and curricular aspects of computational thinking in curriculum and detects recent perspectives and challenges noticed in introducing computational thinking in STEM in Australian Schools. It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were designed nationally and in the state of New South Wales. This paper uses qualitative research methods such as content analysis and text analysis. The research analyses some recent trends in introducing computational thinking and explores these reforms that are described in the official documents. It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking is largely underperforming. It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools is needed. Future research needs to explore reasons for delaying these reforms of introducing computational thinking.
Changing the Attitudes and Beliefs of Pre-service Primary Teachers Towards Mathematics Dorian Stoilescu
Southeast Asian Mathematics Education Journal Vol 7, No 1 (2017)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (207.594 KB) | DOI: 10.46517/seamej.v7i1.42

Abstract

The importance of preparing primary educators capable of successfully teachingmathematics has been extensively emphasized in educational research. However, it is widely acknowledged that pre-service teachers in primary education start their career with poor attitudes and a great degree of anxiety towards mathematics. As such, primary education has been under severe criticism for not being able to provide their pre-service teachers with an adequate set of skills and attitudes towards mathematics. This paper discusses several cases and searches for possible explanations that are perpetuating this state. As well, this theoretical paper gives some recommendations for decreasing mathematics anxiety and improving mathematical knowledge for pre-service teachers in primary education.
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