CHILDREN'S SHAPE COMPOSITION AND DECOMPOSITION PRACTICES WITH LEGOS AS A WINDOW INTO FUTURE COMPUTATIONAL THINKING

The dissertation explored children’s shape composition and decomposition with Legos and how it can provide insights into their later computational thinking (CT). It emphasized the alignment between spatial reasoning and CT, particularly through the activities of identifying and fixing discrepancies in Lego structures. The research demonstrated first-grade students' ability to engage in spatial activities, offering a window into their potential CT processes. Current mathematics standards emphasize the need for activities that enhance spatial reasoning skills. Early spatial reasoning development, often through playful activities like Lego construction, plays a significant role in later academic success. The dissertation integrated several theoretical frameworks of spatial reasoning, including learning trajectories of shape composing, classification of spatial reasoning and the central conceptual structures of spatial reasoning. These frameworks provided a foundation for understanding how children develop spatial reasoning skills through construction play, aligning with CT practices. The study involved twelve first-grade students from a Midwestern elementary school. It employed a qualitative research design, consisting of an assessment session and two Lego sessions. The Lego sessions were designed to explore students' spatial reasoning and their ability to identify and fix discrepancies in Lego structures or in step-by-step building manuals, reflecting debugging in programming. Key findings included various strategies students used to identify and fix discrepancies in Lego structures, such as rotating, flipping, and rebuilding Lego bricks. Students struggled to coordinate multiple spatial features, especially when they need to use multiple reference points to fix the location of Lego bricks. The study revealed that students used symmetry and repeating patterns as strategies to identify discrepancies, suggesting an early form of loops, a key component of CT. Additionally, the strategies used were similar to those found in programming, indicating that spatial reasoning activities can support the development of debugging skills. The findings highlighted the importance of incorporating spatial reasoning activities in early education to support the development of CT skills. The alignment between mathematical practices and CT suggests that early exposure to spatial activities can lay the groundwork for more advanced CT skills including loops. This dissertation provided valuable insights into how children's interactions with Legos can serve as a window into their future computational thinking abilities. By focusing on the processes of identifying and fixing discrepancies, the research bridged the gap between spatial reasoning and CT, offering practical implications for educators aiming to integrate CT into early childhood education.