Read the March 2021 report here!
Might coding, in some ways and to some extent, fundamentally transform how we learn, teach and think about mathematics in grades 1-8 education?
To answer this question, we turn to diSessa (2000, 2018), to view coding through a literacy lens, and map the Ontario situation to diSessa’s literacy principles.
The “evidence” we use comes from 3 sources: Ontario curriculum documents, teaching resources developed by team members, and data from mathematics + coding classroom research conducted by team members in Ontario and in Brazil.