Students and Parents in Computational and Mathematics Workshops

This thesis explores the integration of computational thinking (CT) in mathematics workshops involving students and their parents. It investigates the nature of engagement, the roles parents play, and the benefits and challenges of this approach. The study draws upon constructionism and social constructivism theories, examining the impact of CT tools and activities on students' mathematics learning experiences. The research questions focus on how students and parents interact during these activities, the benefits and challenges of parental involvement, and their overall views and feedback. The methodology includes conducting workshops and gathering data through observations, interviews, and reflections to contribute to the understanding of CT integration and parental support in mathematics education. This document is available on Desklib, a platform offering study tools and resources for students.