Abstract
Computational thinking (CT) is a unique skill set that can provide advantages not only in the field of computer science (CS) but also in other disciplines. There is potential benefit in incorporating CT practices in other subjects so students from interdisciplinary backgrounds can also gain CT skills and apply them in their respective disciplines. This study takes a look at how students from interdisciplinary backgrounds interact using gestures and use CT to understand matrix math concepts in a group setting. A mixed-methods analysis is used to gain insight into how students’ practice CT. Data collected from pre- and post- assessments measures students’ mastery level in matrix math concepts. Video data collected during the group activity shows students’ learning process. The results of this study provide a better perspective on how other disciplines are able to utilize CT and how CT learning can be implicitly taught in subjects other than CS.
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