International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Pre-service Mathematics Teachers’ Scratch-supported Micro-teaching: a Two-dimensional Samr–computational Thinking Analysis

Hatice Akkoc

Marmara University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 27–34ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study examines how pre-service mathematics teachers (PMTs) integrate Scratch into their micro-teaching lessons based on the levels of computational thinking (CT) integration. The data of a case study with three PMTs include their micro-teaching lesson videos, lesson plans, and teaching notes. The data analysis is based on the SAMR-based CT integration matrix with an emphasis on a disciplinary approach. Findings showed that participants integrated CT into their lessons at the substitution level only, but also demonstrated some characteristics of the augmentation level. They prioritized Scratch use over fostering CT and approached mathematics and CT as separate domains. The paper discusses the theoretical implications for operationalizing the SAMR-based CT integration.

Keywords

Computational thinkingCT integrationSAMR modelpreservice mathematics teachersScratch

Recommended citation

Akkoc, H. (2026). Pre-service Mathematics Teachers’ Scratch-supported Micro-teaching: a Two-dimensional Samr–computational Thinking Analysis. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 27–34). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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