Examining the Building and Coding Tasks Developed by Pre-service Mathematics Teachers in Terms of Curriculum Integration

Interdisciplinary approach recommended for use in the teaching mathematics last decade, related literature shows that limited study focused on reflection of interdisciplinary practice. The aim this is to evaluate pre-service teachers’ task development processes approaches through building and coding tasks. Research was conducted with 28 teachers studying at a education department Turkey. Data were gathered from analysis lesson plans semi-structured interviews. findings obtained participants indicated able associate tasks more numbers content domain mathematical modeling skills, geometry algorithmic thinking skills. stated involving their would be useful terms listed factors limiting as technical knowledge cost.