#950: Mapping Mathematical Intent: Investigating Conceptual Conflicts in Integrated Math and Computational Thinking Lessons

This study investigates how second-grade students build connections between abstract mathematical concepts and concrete actions through the use of robot coding toys to support multiplicative reasoning. Drawing on the Onto-Semiotic Approach, we analyzed video data from three integrated mathematics and computational thinking lessons to identify semiotic conflicts, with a focus on conceptual conflicts. Our findings reveal that these conflicts emerged from four distinct variations: chunking, two loops in a row, usefulness of the last loop, and not locked in loop. These results underscore the critical role of the design of coding toys and offer practical implications for educators. Specifically, the study provides insights into how teachers can anticipate and mitigate these conflicts by being aware of their nature. This awareness can help facilitate students’ ability to connect abstract mathematical ideas, computational code, and concrete actions more effectively.