Programming in mathematics education

Kaufmann, Odd Tore; Stenseth, Børre

doi:10.1080/0020739x.2020.1736349

Cited by 34 publications

(32 citation statements)

References 26 publications

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“…Studies of constructionism at higher-level mathematics education show how programming supports students' understanding of mathematical concepts (e.g., Leron & Dubinsky, 1995;Wilensky, 1995) and how it contributes to the development of critical thinking skills (e.g., Abrahamson et al, 2006;Marshall, 2012). Kaufmann and Stenseth (2020) demonstrate in a case study, lower secondary school-level pupils use programming to solve a mathematical problem.…”

Section: )mentioning

confidence: 99%

Cultural Historical Analysis of Iranian School Mathematics Curriculum: The Role of Computational Thinking

Rafiepour¹,

Farsani²

2021

J. Math. Educ.

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In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

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Section: )mentioning

confidence: 99%

Cultural Historical Analysis of Iranian School Mathematics Curriculum: The Role of Computational Thinking

Rafiepour¹,

Farsani²

2021

J. Math. Educ.

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“…: This circular process suggests that students might even be able to iteratively cycle through this process as they work toward increased understanding and a better-working program. There is a striking resemblance to the cycle depicted in p. 15 of (Kaufmann & Stenseth, 2020), where "Use mathematics" and "Make hypothesis" could be interpreted as Math, "Change program" and "Test" as Code, and "Observe and analyse" as Output. In Case A and Case C, then, we have seen possible extensions to Kaufmann and Stenseth's model.…”

Section: Summary Of Casesmentioning

confidence: 76%

Three Cases That Demonstrate How Students Connect the Domains of Mathematics and Computing

Sand¹,

Lockwood²,

Caballero³

et al. 2021

Preprint

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This study uses actor-oriented transfer to investigate different ways in which students make connections across the domains of mathematics and computing. We interview first-year students at the University of Oslo as they work with a set of tutorials that we designed to integrate knowledge from both domains. The cases we present here demonstrate four different types of cross-domain connections: (a) mathematically reproducing the work of a computer program, (b) cyclically improving a program to produce better output, (c) coupling math to output to justify program improvements and (d) coupling math to code to justify program design. We provide rich examples of the ways in which students make these connections and discuss affordances for and barriers to mathematical learning in this context.

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“…Text-based programming had been categorized as a difficult programming task for students because it is using programming languages such as Java, C+, C++, and C#. ME-CoT Module is developed using a text-based programming tool (Visual Studio with the C# programming language) because kids are already familiar with block-based programming (Scratch) from primary school ( Haslina et al, 2018 ; Kaufmann and Stenseth, 2021 ). ME-CoT Visual Studio has been crafted using Visual Studio which is user-friendly and well.…”

Section: Module Developmentmentioning

confidence: 99%

Integrating Computational Thinking and Empowering Metacognitive Awareness in Stem Education

2022

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Education digitization highly enthuses learners for deeper learning and developing thought processes in formulating problems and their solutions effectively in their real-life circumstances. Implementing computational thinking skills through programming in Malaysian primary and secondary school STEM curriculum create huge challenges, especially among STEM educators. This study highlights the integration of four major theories in developing the Metacognitive Empowerment by Computational Thinking (ME-CoT) learning module by cultivating computational thinking through programming skills to promote metacognitive awareness in Biology students. Pilot research was conducted to investigate the reliability of the ME-CoT learning module. Since the study sample was less than 30 students then, the consistency of the measurements, Pearson’s r was calculated to identify stability reliability. Findings revealed that the ME-CoT learning module has very strong stability reliability with a value of r = 0.974 and provides advantages such as assisting students to understand the content of the lesson more actively and in a fun way.

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Programming in mathematics education

Cited by 34 publications

References 26 publications

Cultural Historical Analysis of Iranian School Mathematics Curriculum: The Role of Computational Thinking

Cultural Historical Analysis of Iranian School Mathematics Curriculum: The Role of Computational Thinking

Three Cases That Demonstrate How Students Connect the Domains of Mathematics and Computing

Integrating Computational Thinking and Empowering Metacognitive Awareness in Stem Education

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