Abstract:

Digital technology, robotics or algorithmization is becoming an integral part of our lives. In general, the term computational thinking is increasingly used, which includes a set of skills for solving problems, finding the right procedures, working with error or decomposing a more global problem into more smaller, easier to solve ones. Overall, such reasoning or thinking is intended to lead to making our lives easier and optimizing everyday activities.
For a long time now, digital technologies are not only a tool to support learning, but these technologies have often also become a tool for education in general. In 2016, Dofkova and Uhlirova mentioned that next generation classrooms are a major attribute of constructivism. Such classes commonly use tablets or other modern technologies. Currently, revisions of curriculum documents in the Czech Republic are bringing a new concept of computer science, with more emphasis on algorithmization, understanding "how technology works", how to use technology to solve common problems, etc. This approach replaces the earlier one, whose main goal was simply to master the operation of a device or program. These constructivist approaches supported by working with error, collective collaboration, etc. have also been studied, for example, in the study Analyse du processus de construction de connaissances dans des activités de programmation à l'école. In this study, the principles of mathematics and computational thinking were linked. The development of computational thinking is supported by many activities based on computers, games, programming, challenges, and competitions. The implementation of dynamic interactive tasks has been addressed and their importance highlighted by Dagiene, Stupuriene and Vinikiene in their study on the implementation of dynamic tasks in computer science and computational thinking. These studies are discussed in more detail in the final paper.
Within the framework of the revision of curriculum documents for primary education in the Czech Republic, sample tasks for various areas of the new concept of computer science were also created, which include tasks in the field of graph theory, geometry, programming, algorithmization, working with data, working with graphs, debugging output data, etc. These tasks were used in the research.
The research builds on earlier research that was conducted on prospective secondary schools’ teachers with a focus on computer science teaching. This time, the research focuses on primary education students. These primary education students were presented tasks from the new concept of informatics for the primary schools, which is also very much affected by the new concept of informatics. A qualitative approach was taken and insights into the development of mathematical literacy within these tasks were explored. The results of the research are presented in the final paper.

Keywords:

Education, teaching, primary education, mathematics, mathematical literacy, informatics.