A powerful idea discussed is how programing gives many people access to concepts only previously available to few. The discussion of equity is prevalent in our society today. Historically, academics haven’t been available to many - particularly mathematics. This is explained by Kaput with math’s evolution and hierarchical nature. However, we have seen many articles propose that the advancement of technology now makes equitable access more realistic. Kaput et al. challenge their community to focus attention to designing representational infrastructures that link to students experiences. “This is a necessary step if we are to move away from a 19th century school mathematics concentrating on isolated skills based on static representational systems in a tightly-defined curriculum (with only a minority able to engage in independent problem solving) ( Kaput pg. 34). It seems to me this call is particularly relevant to mathematics since math has seen such little change.
I’m currently left desiring more information about programing integration in elementary classes to support CT and CL. I think supporting programing in elementary education could help overcome CT obstacles later in life. We have seen many complex ideas made accessible to students through programing. I wonder how we can make less complex (to us) like place value or flexibility in mathematical thinking more accessible. I would like the opportunity to learn more about how programing and CT or CL can be addressed with younger students.
I totally agree that there needs to be more focus on younger students, to help introduce them to CT and build their identities as computational thinkers. This is one reason why a focus on CT's connections to other core subjects, like science and math and literacy, is really important, I think. Understanding those connections will help with finding ways to make CT explicit in the math and science thinking that elementary students are already doing. And even in things outside of core school subjects, like art, music, dance, crafts, sports, etc.
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