Parental Engagement with their Children in Computational Thinking (CT) Workshops in Mathematics Education.
by: Immaculate Namukasa & Rawia Zuod.
Abstract:
This study explored the nature of engagement of parents with their children in computational thinking (CT) activities in mathematics education. It specifically investigated the ways that parents interacted during CT workshops, as well as the role, benefits and challenges of parental engagement with their children. This study utilized qualitative methodologies to investigate the dynamics of parental engagement with their children, with a specific focus on interactions between parents and children during CT activities. The research methods that were used to collect data from the field were observations, interviews, and reflection forms from eight pairs of parents and children in CT workshops. All parents expressed that the CT activities enhanced their understanding of mathematical topics and motivated them to collaborate with their children, and also CT workshops enhanced children's understanding of mathematical concepts during these workshops. The sampling was restricted to parents of a certain private primary school. Thus, for future studies, the researchers recommended conducting CT workshops for more than one school and doing one activity each day instead of all three activities in one session. Also to offer specific CT tools to conduct studies in depth.
Keywords:
Computational thinking (CT) Mathematics education Parental engagement.
