A Literature Review Exploring the use of Programming in Mathematics Education

Abstract

Programming is now included in mathematics curricula in several countries; thus, the purpose of this literature review is to determine the research-based justifications for these educational decisions. From a selection of relevant articles, 15 articles were identified and analyzed, each of which had varying study types, themes, and designs. Three themes from the studies were identified: the motivation to learn mathematics, student performance in mathematics, and the collaboration between students and the changed role of the teacher. It was found that in certain circumstances, including programming in mathematics education could improve student motivation to learn mathematics and improve student performance in mathematics. To gain a better understanding of the potential of programming in mathematics education, the entire collective learning process should be considered by discussing the roles of the teacher and the collaboration between students as part of these roles.

Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review

“…Thirteen journal articles cite and reference these skills in varying degrees with decision making among the most highly cited. This cluster is followed by 3,5,16,17,21,22,32,40,46,52,53,55,and 56. Total: 13 Supporting & Cooperation 3,4,5,8,9,16,17,19,20,21,22,26,27,29,30,31,32,33,35,36,39,41,43,44,45,46,49,50,52,56,59,60,61,and 63.…”

“…creativity); innovative talent; high-tech innovation ability; technical and technological innovation; social innovation; technological innovation; industrial innovation; novel solutions; creative problem solving; disruptive innovation; creative approaches; educational innovation; innovation (product, process, service, business model, disruptive, radical designdriven, social and responsible innovation); critical judgement; critical inquiry; creative, digital literacy; product and service innovation; critical stance; critical thinking abilities; innovativeness; creativeness; and critical writing competence. 2, 3, 4, 5, 7, 10, 13, 16, 17, 18, 19, 20, 21, 23, 25, 26, 27, 28, 29, 30, 31, 33, 36, 37, 38, 39, 40, 41, 43, 44, 46, 49, 50, 51, 52, 53, 55, 59, 60, 61, 62, 63, and 64. [ 3, 8, 10, 15, 22, 25, 27, 36, 44, 55, 59, 5,7,8,10,15,17,18,21,22,23,24,26,31,32,36,44,49,50,53,55,56,…”

“…2, 3, 4, 5, 7, 10, 13, 16, 17, 18, 19, 20, 21, 23, 25, 26, 27, 28, 29, 30, 31, 33, 36, 37, 38, 39, 40, 41, 43, 44, 46, 49, 50, 51, 52, 53, 55, 59, 60, 61, 62, 63, and 64. [ 3, 8, 10, 15, 22, 25, 27, 36, 44, 55, 59, 5,7,8,10,15,17,18,21,22,23,24,26,31,32,36,44,49,50,53,55,56,59,and 64. Total: 23 (continued) 1,2,3,5,7,…”

“…Last, future research needs to engage the competency framework employed in this scoping review study with a view to enhancing, improving, interrogating and critiquing it. competences (22); technical and technological innovation (23); technical innovation (28) Innovation (stand-alone & with other words) ¼ 26 (4,4,5,5,5,7,10,18,23,23,23,25,26,26,26,28,29,31,33,33,36,36,37,38,40,41) Digital skills ¼ 3 (1,22,22). ; digitisation ¼ 1 (38); digitalisation ¼ 1 (40) Skills/Competencies based on specific aspects of 4IR technologies Data analytics; knowledge to simulate; knowledge of security standards and communication standards; knowledge of servers; ability to learn how to maintain new machines 3; applicative skills tied to specific situations, technologies, and work processes; high technical, informatics and computational skills (5); big data analysis; and programming skills (6); programming skills (13); technical competencies (e.g.…”

Combinatorial Thinking to Solve the Problems of Combinatorics in Selection Type

“…This skill is related to a thinking aspect or logical thinking (OECD, 2014). The era of Industrial Revolution 4.0 needs a logical thinking skill (Forsström & Kaufmann, 2018).…”