Integrating Programming Across the Undergraduate Mathematics Curriculum

Cline, Kelly; Fasteen, Jodi; Francis, Anthony Tuf; Sullivan, E.; Wendt, Theodore

doi:10.1080/10511970.2019.1616637

Cited by 17 publications

(2 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Questions also remain as to how the programming skills and concepts learned by mathematics students are incorporated into upper-level mathematics courses, with what frequency, and by whom. Cline, Fasteen, Francis, Sullivan and Wendt share their integration plan for programming in the mathematics curriculum in their article: "Integrating Programming Across the Undergraduate Mathematics Curriculum" (Cline, Fasteen, Francis, Sullivan, & Wendt, 2019). Jones and Hopkins provide a template for a course that teaches introductory programming in a mathematics course with a focus on mathematical algorithms (Jones & Hopkins, 2019).…”

Section: Discussionmentioning

confidence: 99%

Introductory Computer Programming Courses in Mathematics Curriculum

Jones

Smith

2020

Teach. Math. Comput. Sci.

View full text Add to dashboard Cite

We present the results of surveys and curricular research on introductory computer programming courses that are required or recommended for mathematics degrees at U.S. colleges and universities. Our target schools were those with populations between 5, 000 and 20, 000 undergraduate students. A key result is a synopsis of programming languages in use in these introductory courses with Java, Python and C + + holding the top three spots. We found that 85% of the 340 schools in our pool require or recommend an introductory programming course as a component of a mathematics degree. Furthermore, most of these introductory programming courses are taught by faculty outside of the mathematics department. These results indicate that mathematics faculty value computer programming and should be actively involved in setting learning outcomes, incorporating skills and concepts learned in introductory programming courses into subsequent mathematics courses, and determining programming languages in use.

show abstract

Section: Discussionmentioning

confidence: 99%

Introductory Computer Programming Courses in Mathematics Curriculum

Jones

Smith

2020

Teach. Math. Comput. Sci.

View full text Add to dashboard Cite

show abstract

“…It was found that 78% of respondents included programming in a compulsory module and 11% did not teach programming at all. There are some universities in the USA which integrate programming into the undergraduate mathematics courses, see for example, (Buteau et al, 2015), (Cline et al, 2019) and (Jones et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Programming in the Mathematics Curriculum at Manchester Metropolitan University

Lynch

2020

MSOR

View full text Add to dashboard Cite

An increasing number of schools are teaching programming to their pupils and there is also an increase in programming in Higher Education with recent reports recommending this approach. At Manchester Metropolitan University (MMU) we wanted to attract and retain mathematics students and prepare them for careers upon graduation. By integrating Mathematics/Statistics/Operational Research packages across the curriculum and by solving real world problems we have managed to make the course highly desirable and loved by our students. In this case study, we show how it is possible to integrate programming and mathematical/computational modelling across the curriculum.

show abstract

Integrating advanced computational skills into engineering education: A discipline‐based approach

Abell,

Moreno‐Casas,

Recabarren

2024

Comp Applic In Engineering

View full text Add to dashboard Cite

In an era where technology continually reshapes the landscape of professional practice, it has become relevant to equip engineering students with advanced computational skills beyond programming. This article presents a novel discipline‐based framework designed to integrate advanced computational skills into engineering education. Responding to challenges such as the disconnection between computational abilities and domain‐specific knowledge, and student demotivation due to overwhelming technological challenges, this study aims to validate the impact of the framework on domain learning, computational skill acquisition, and perceived future utility. Implementing a case study approach, we explore the development of high‐performance computing skills within a project‐based learning context in Civil Engineering. Results indicate significant improvements in students' understanding of both computational concepts and the engineering domain, evidenced by enhanced self‐perception and positive Technology Acceptance Model outcomes. The framework facilitated a meaningful connection between computational skills and professional applications, as seen in students' project reflections. Despite the promising results, the necessity for instructors to possess and impart computational knowledge is highlighted as an important factor for successful integration. This study contributes to educational computing research by providing a scalable approach to embedding advanced computational skills in engineering curricula, addressing existing educational challenges, and suggesting directions for future research.

show abstract

Integrating Programming Across the Undergraduate Mathematics Curriculum

Cited by 17 publications

References 11 publications

Introductory Computer Programming Courses in Mathematics Curriculum

Introductory Computer Programming Courses in Mathematics Curriculum

Programming in the Mathematics Curriculum at Manchester Metropolitan University

Integrating advanced computational skills into engineering education: A discipline‐based approach

Contact Info

Product

Resources

About