- In this paper, I used a linguistic lens of translanguaging and semiotics to examine how K-12 mathematics teacher candidates (TCs) create meaning around computer science (CS) and mathematics concepts in a computational thinking (CT) setting. I defined the term “disciplinary repertoire” as a mirror to the concept of a linguistic repertoire. I addressed the following questions. 1) What are the linguistic affordances and challenges that K-12 mathematics TCs face as they engage in a CT setting? 2) How do the teacher candidates navigate those affordances and challenges: (a) With each other? and (b) Using tools they are provided by computational thinking modules? This paper focused on one pairing of mathematics TCs as they engaged in basic CS modules on a platform called BlockPy. From the data, two main themes arose: 1) the disciplinary repertoires of the TCs granted them both affordances and challenges; and 2) the TCs created meaning together by translanguaging and coordinating their disciplinary repertoires. These results indicate that it could be advantageous to explicitly acknowledge the disciplinary repertoires of TCs such that they have opportunities to foreground their knowledge and address potential challenges.
- Key Words: computational thinking, computer science, mathematics, translanguaging, education