Students’ Use of Computational Thinking in Linear Algebra

Bagley, Spencer; Rabin, Jeffrey M.

doi:10.1007/s40753-015-0022-x

Cited by 24 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, in the intervention group, students were more likely to move up one or more categories (i.e., performance levels) from the pre-test to the post-test than in their control group. These results are consistent with those reported by Bagley and Rabin (2015), who found that CT could enhance algebra learning. Especially when using various creative and reflective approaches, thus implying that CT involves learning a symbolic representation of language and a wider problem-solving approach.…”

Section: Discussionsupporting

confidence: 93%

“…This broader approach to understanding CT is supported by Bagley and Rabin (2015), who showed that CT could enhance algebra learning. Their study revealed that undergraduate students use computational modes of thinking in various creative and reflective ways when working with linear algebra, thus indicating that CT involves learning a symbolic representation of language and a broader problem-solving process.…”

Section: Algebraic Thinking In Relation To Computational Thinkingmentioning

confidence: 87%

See 1 more Smart Citation

Integrating computational thinking to enhance students mathematical understanding

Kaup

Pedersen

Tvedebrink

2023

JPR

View full text Add to dashboard Cite

This study aimed to examine whether a computational thinking (CT) intervention related to a) number knowledge and arithmetic b) algebra, and c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47 students to the control group (n = 108). The experimental group comprised students in primary school who were to be followed across the second and third grades. The experimental group underwent work with digital CT activities, while the control group did not receive such interventions. A one-way analysis of variance (ANOVA) was performed on the data gathered to assess the ability differences between students from the experimental and control groups. The pre-and post-test results revealed that the experimental group's performance was significantly better than the control group's performance for the content areas involving CT activities.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Algebraic Thinking In Relation To Computational Thinkingmentioning

confidence: 87%

Integrating computational thinking to enhance students mathematical understanding

Kaup

Pedersen

Tvedebrink

2023

JPR

View full text Add to dashboard Cite

show abstract

“…De posse disto, é muito comum a abordagem do PC no ensino de engenharia nas disciplinas de Lógica de Programac ¸ão de Computadores [Valencia et al 2022], e nas disciplinas de Introduc ¸ão à Sistemas Robóticos [Wu et al 2019], no ensino de álgebra [Bagley and Rabin 2016], no ensino de inteligência artificial [Silapachote and Srisuphab 2017], sistemas complexos [Berland and Wilensky 2015], matemática discreta [Liu and Wang 2010].…”

Section: Trabalhos Relacionadosunclassified

Uma Estratégia de Ensino de Desenho Técnico por meio de Pensamento Computacional

Piacentini Jr,

Damasceno

2023

Anais Do VIII Congresso Sobre Tecnologias Na Educação (Ctrl+e 2023)

View full text Add to dashboard Cite

Este artigo curto aborda as limitações de aprendizagem na representação de desenhos de projeto na Engenharia, devido à compreensão das técnicas de abstração e dos processos cognitivos envolvidos, como o raciocínio lógico, sistemático e espacial. Apesar de estratégias de ensino existentes, estas ainda carecem de uma abordagem mais sistematizada e científica. Destarte propõe-se uma estratégia de ensino baseada no pensamento computacional para facilitar a compreensão dos modelos representativos de objetos e soluções de desenho de projeto.

show abstract

“…Regarding the latter claim, some studies pointed out the importance of balancing the use of geometry in order to avoid students' view to be limited to geometric vectors: e.g., (Gueudet-Chartier, 2004), (Harel, 2017). In addition, there is another report (Bagley & Rabin, 2016) providing evidence for the utility of computational reasoning and questioning the view that computational thinking is mathematically unsophisticated among three modes of thinking: abstract, geometric, and computational. These remarks indicate that the use of geometry in teaching linear algebra and its effectiveness should be additionally investigated.…”

Section: Introductionmentioning

confidence: 99%

Relation between understandings of linear algebra concepts in the embodied world and in the symbolic world

Kawazoe

2023

epiDEMES

View full text Add to dashboard Cite

For the use of embodied notions in teaching linear algebra, some studies indicate that it is helpful, whereas other studies indicate that it could be problematic or become an obstacle. Hence, additional research is needed. This study is focused on linear (in)dependence and basis, and investigates the relation between their understandings in the embodied and symbolic worlds. We also examine whether students' conceptions in the embodied world can be improved by the instruction emphasizing geometric images, as our previous studies identified some limitations of students' understanding in the embodied world. To address these issues, we designed four tasks aiming to assess students' conceptions of linear (in)dependence, basis, and dimension, and also designed linear algebra lessons emphasizing geometric images of these concepts. These tasks were conducted during the lessons and the data of 38 engineering students was collected. The analysis for the data showed that conceptions in the embodied world was positively associated with conceptions in the symbolic world; however, students' conceptions in the embodied world were not sufficiently improved by the geometric instruction implemented in this study.

show abstract

Students’ Use of Computational Thinking in Linear Algebra

Cited by 24 publications

References 16 publications

Integrating computational thinking to enhance students mathematical understanding

Integrating computational thinking to enhance students mathematical understanding

Uma Estratégia de Ensino de Desenho Técnico por meio de Pensamento Computacional

Relation between understandings of linear algebra concepts in the embodied world and in the symbolic world

Contact Info

Product

Resources

About