Scholarlink

<p>This study investigates the application of computational thinking (CT) to facilitate early mathematics through digital visual arts, specifically animation making, in a Hong Kong kindergarten. Although the role of CT in science, technology, engineering, arts and mathematic (STEAM) is well documented, the connection between CT, early mathematics, and digital visual arts has not been extensively explored in early childhood education. This research aims at examining (1) what kinds of early mathematical concepts children demonstrate in their CT and (2) how different age levels of kindergarten children (i.e., K1, K2, K3) apply their CT to learn mathematics by making animation. Utilizing a design-based classroom intervention approach, a participating kindergarten joined in an animation-making workshop in which teachers guided children in using mathematical concepts (e.g., shapes and numbers) to create animations. 30 children (aged 3–6 years) were observed during a 60-minute animation art activity. A total of 360&#xa0;min of video data was recorded. The findings revealed that older children exhibited more advanced CT components and early mathematical concepts. This study underscores the importance of developing an age-appropriate curriculum that integrates CT, early mathematics, and digital visual arts. It thus offers valuable insights for early childhood education and teacher professional development in STEAM contexts.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Applying Computational Thinking to Facilitate Children’s Mathematics Learning through Animation Making

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月31日

查看全文
  • Suzannie K. Y. Leung,
  • Jenny Wanyi Li,
  • Oi-Lam Ng,
  • Joseph Wu

摘要

This study investigates the application of computational thinking (CT) to facilitate early mathematics through digital visual arts, specifically animation making, in a Hong Kong kindergarten. Although the role of CT in science, technology, engineering, arts and mathematic (STEAM) is well documented, the connection between CT, early mathematics, and digital visual arts has not been extensively explored in early childhood education. This research aims at examining (1) what kinds of early mathematical concepts children demonstrate in their CT and (2) how different age levels of kindergarten children (i.e., K1, K2, K3) apply their CT to learn mathematics by making animation. Utilizing a design-based classroom intervention approach, a participating kindergarten joined in an animation-making workshop in which teachers guided children in using mathematical concepts (e.g., shapes and numbers) to create animations. 30 children (aged 3–6 years) were observed during a 60-minute animation art activity. A total of 360 min of video data was recorded. The findings revealed that older children exhibited more advanced CT components and early mathematical concepts. This study underscores the importance of developing an age-appropriate curriculum that integrates CT, early mathematics, and digital visual arts. It thus offers valuable insights for early childhood education and teacher professional development in STEAM contexts.