computational thinking

A primary and secondary school are paired to form a cluster. 8 Secondary schools and 8 primary schools from townships in Cape Town take on a remarkable challenge to become inventors, and teach and mentor each other while their teachers observe. What becomes possible?

turning townships into towns

The idea for AIMSSEC’s algorithmic thinking project using TurtleStitch originated from a one-off workshop during AIMS’ 20th anniversary festival, Siyakhula. Here, learners from Masibambane Secondary School came to AIMS to engage with mathematicians and learn about mathematics (geometry) and computing in an interactive environment. For the workshop, AIMSSEC and SAP developed resources, such as activity cards and presentations, that guided the learners in creating their unique digital designs using the visual programming language TurtleStitch, which were then embroidered with an embroidery machine. After the workshop, each learner received a physical embroidered version of their design to take home.

 

It soon became evident that the project had sparked interest among other schools that learned about it. During the festival, we conducted an unplanned, impromptu workshop for learners from a second school, and subsequently, more schools expressed interest.

 

Our project, ‘Algorithmic Thinking for Digital Art’, utilises free online resources, such as TurtleStitch, to help learners visualise geometric concepts and understand mathematical relationships through hands-on applications. This approach not only enhances logical and problem-solving skills but also fosters creativity. The project introduces fundamental coding concepts and algorithmic thinking, enabling learners and students to grasp how sequences of commands produce specific results. The programme combines mathematics and coding to bolster learners' critical thinking and creativity.

 

The TurtleStitch programme also offers significant benefits to teachers and learners. Teachers and learners can explore new coding and digital fabrication techniques, discovering innovative methods to integrate STEAM into their curricula. The cutting-edge collaborative learning environment showcases creativity and enriches the educational experience for all those passionate about multidisciplinary learning.

Culturally responsive education refers to an approach tailored to culturally diverse classrooms. This concept emphasises that alongside a strong grasp of the content and general pedagogy, teachers must also consider their learners' cultural backgrounds and lived experiences when crafting learning opportunities.

 

In this project, we aim to create a culturally responsive classroom by using traditional South African Shweshwe fabric patterns as a link between the learners' cultural heritage with the mathematics, computing, and design involved in the project.

 

This is achieved, for example, by allowing the learners to explore the concept of an algorithm by reconstructing and deconstructing the patterns found on the fabric. They identify the basic shapes, the patterns of repetition, and the relationships between the basic shapes. 



In addition to the mathematical and computational concepts discussed throughout the workshops, the project encompasses an “invisible curriculum” — elements not explicitly taught in classes but that enhance the learners’ experiences.

 

In this project, the invisible curriculum includes practical skills such as operating a computer with a mouse, managing files (downloading them from the browser and uploading them to a USB stick), logging into websites, and regularly saving work, which many of the learners do not consistently perform; some have not done so at all. Moreover, learners are encouraged to introduce themselves at the beginning of each workshop, learning to articulate their thoughts in front of a group or explain their thought processes to one another during the unplugged Shweshwe fabric activity. Engaging with the AIMS Master’s students who assist in facilitating the workshops promotes a Pan-African exchange.