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As part of a professional development experience, inservice teachers were provided with lessons and activities emphasizing computer vision. Lessons focused on image processing, machine learning for visual data, and applications in robotics and visual media. Personal Construct Theory (Kelly, 1955) was used to answer the following research question: After middle school teachers engaged in professional development emphasizing computer vision, what changes in thinking occurred in relation to computer vision? Results showed changes in thinking in the form of a more refined understanding of computer vision and its role in STEM education. 

As computer science education standards are disseminated to K-12 school districts nationally, teacher education programs are left with the challenge of ensuring pre-service teachers are prepared to enter their first classroom with the skills and knowledge necessary to align instruction with the new standards. This paper examines the use of a learning intervention called “Block-Based Coding and Computational Thinking for Conceptual Mathematics” (B2C3Math) that aimed to help pre-service teachers majoring in early childhood and elementary education learn and apply computational thinking concepts to their elementary mathematics teaching. Ten pre-service teachers all at the same stage in their teacher preparation program participated in this convergent mixed-methods study. A focus of the research was placed on how participant’s computational thinking knowledge changed following the implementation of B2C3Math. Findings suggest that there were changes in the participants’ views of computational thinking application to elementary mathematics teaching following the implementation of B2C3Math. Implications for research and instructional practices using B2C3Math for teacher education are discussed.