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Video - Mathematics & Computational Thinking (Bozeman Science)
Article - Using mathematics and computational thinking (NSTA) - Highlight a section and press the (+) to add a comment
Sample Simulation - Pendulums
Middle School
Mathematical and computational thinking at the 6–8 level builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.
Decide when to use qualitative vs. quantitative data.
Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.
Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Create algorithms (a series of ordered steps) to solve a problem.
Apply mathematical concepts and/or processes (such as ratio, rate, percent, basic operations, and simple algebra) to scientific and engineering questions and problems.
Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.
High School
Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success.
Create and/or revise a computational model or simulation of a phenomenon, designed device, process, or system.
Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
Apply techniques of algebra and functions to represent and solve scientific and engineering problems.
Use simple limit cases to test mathematical expressions, computer programs, algorithms, or simulations of a process or system to see if a model “makes sense” by comparing the outcomes with what is known about the real world.
Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
CSCS Activities
CSCS Activities
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