[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601395-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601395-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-cultural-historical-perspective-on-how-double-stimulation-triggers-expansive-learning-how-teachers-and-social-educators-can-use-double-stimulation-to-implement-computational-thinking-in-mathematics","A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning - How Teachers and Social Educators Can Use Double Stimulation to Implement Computational Thinking in Mathematics","","Computational thinking (CT) is positioned as central for introducing digital artefacts in education, yet implementation within mathematics curricula remains insufficiently studied, and many educational staff have not been introduced to CT during initial training. This article examines formative interventions through Change Laboratory to support educational staff’s expansive learning processes. Double stimulation methods were used to enable collective analysis and reflection on professional practice. Conducted as an ethnographic intervention study in Denmark, the study maps expansive learning actions to identify how double stimulation phases trigger specific learning actions, informing integration of CT and digital artefacts for mathematical understanding.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem does the article address about computational thinking in mathematics education?","Question",{"text":63,"@type":64},"It highlights limited knowledge about implementing CT in the mathematical school curriculum and insufficient CT introduction during many educational staff members’ initial training.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study implement Change Laboratory and double stimulation?",{"text":68,"@type":64},"The study uses formative interventions in the form of Change Laboratory, introducing double stimulation methods so educational staff can collectively analyse and reflect on their work practices.",{"name":70,"@type":61,"acceptedAnswer":71},"What setting and participants are involved in the research?",{"text":72,"@type":64},"The ethnographic intervention study is conducted in a primary school in Denmark with participants followed from 2nd to 3rd grade, including the students, their math teacher, and a social 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Educators Can Use Double Stimulation to Implement Computational Thinking in Mathematics  \nCAMILLA KAUP   \nEVA BROOKS   \n*Author affiliations can be found in the back matter of this article  \nABSTRACT  \nComputational thinking (CT) has become central to introducing digital artefacts for educational use. However, little is known about implementing CT in the mathematical school curriculum, and many educational staff members have not been introduced to CT in their initial training. Introducing CT in an educational setting calls for interventions that allow educational staff to adopt new concepts and to explore ways of implementing CT and digital artefacts to support students’computational and mathematical understanding. This article focuses on formative interventions applied in the form of Change Laboratory to implement digital artefacts with a particular interest with regard to educational staff’s expansive learning processes. To foster such expansive learning processes, double stimulation methods were introduced to enable educational staff to analyse and reflect on their work practices collectively. The research was conducted as an ethnographic intervention study in a primary school in Denmark. It began in 2019 and was completed in 2021. Participants were primary school students followed from 2nd grade to 3rd, alongside their math teacher and social educator. The data consisted of five Change Laboratory sessions fully transcribed from video recordings, including classroom activities between sessions. Through a Cultural Historical Activity Theory lens, the article concludes that by mapping educational staff’s expansive learning actions, it is possible to identify how the participants collectively change their activities or not. Thus, analysing which phase of double stimulation that triggers a specific learning action provides knowledge about integrating CT and digital artefacts to support mathematical understanding.  \nSPECIAL COLLECTION: DESIGN, LEARNING AND INNOVATION:  \nFRAMEWORKS AND USES  \nRESEARCH  \nCORRESPONDING AUTHOR:  \nEva Brooks  \nAalborg University, DK  \n[eb@hum.aau.dk](eb@hum.aau.dk)  \nKEYWORDS:  \nActivity system; Change laboratory; Computational thinking; Digital artefacts; Mathematical understanding  \nTO CITE THIS ARTICLE:  \nKaup, C., & Brooks, E. (2022) . A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning. Designs for Learning, 14(1), 151–164. DOI: [https://doi](https://doi). org/10.16993/dfl.206  \n1 INTRODUCTION  \nDigital artefacts such as robots and technologyenhanced learning environments have recently aroused educational interest, and computational thinking (CT) has been used as an approach to a new learning paradigm. According to Gadanidis et al.,(2017), there is a natural and historical link between CT and the mathematical discipline in logical structures and the ability to model mathematical problems. When students explore mathematical problems using computational problemsolving strategies, such as programming, algorithmic thinking and creating computational abstractions, it can help them gain a deeper understanding of mathematical problems (Pérez, 2018) . From these points of view, it is important not only to learn about arithmetic but also to learn to think like a mathematician (Pérez, 2018; Grover and Pea, 2018) . Jeanette Wing (2006) described CT as a way of ‘solving problems, designing systems, and understanding human behaviour by drawing on concepts fundamental to computer science’ (p.33) . CT can be seen as a 21st-century skill that can help students to understand and take advantage of computing in many different domains. It also provides a way to learn to think like a computer scientist and to develop a specific set of problem-solving skills to create solutions that can be performed by a computer or an information-processing agent (Grover and Pea, 2018;","cbCaivfQoBdHx2g4","https://ap.wps.com/l/cbCaivfQoBdHx2g4","pdf",532484,14,"English","# Abstract\n# Introduction\n## Computational thinking and mathematical learning\n## Professional development and intervention methods\n## Activity systems and Change Laboratory\n## Double stimulation, agency, and expansive learning processes","[{\"question\":\"What problem does the article address about computational thinking in mathematics education?\",\"answer\":\"It highlights limited knowledge about implementing CT in the mathematical school curriculum and insufficient CT introduction during many educational staff members’ initial training.\"},{\"question\":\"How does the study implement Change Laboratory and double stimulation?\",\"answer\":\"The study uses formative interventions in the form of Change Laboratory, introducing double stimulation methods so educational staff can collectively analyse and reflect on their work practices.\"},{\"question\":\"What setting and participants are involved in the research?\",\"answer\":\"The ethnographic intervention study is conducted in a primary school in Denmark with participants followed from 2nd to 3rd grade, including the students, their math teacher, and a social educator.\"}]","A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning - How Teachers and Social Educators Can Use Double Stimulation to Implement Computational Thinking in Mathematics | PDF",1792092526,35]