The mathability of word problems as initial computer programming exercises

Bubnó, Katalin; Takács, Viktor László

doi:10.1109/coginfocom.2017.8268213

Cited by 9 publications

(8 citation statements)

References 14 publications

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“…In Hungarian mathematical teaching, Pólya's steps were translated into five steps that lower grade students can easily understand and memorize: gathering data, creating a plan, counting, checking, and answering. In Bubno and Takacs (2017), we state that by recalling this well-known scheme in teaching novice computer programming, we can build a bridge between mathematical and computational problem-solving. Gathering data corresponds to input, while answering (after checking) corresponds to output.…”

Section: Analogy-based Algorithm Methodsmentioning

confidence: 99%

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Mathematical and computational awareness before and after the pandemic

Bubnó

Takács

2022

Front. Educ.

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Mathematical thinking and computational thinking go hand in hand. Both of them are based on awareness of problem-solving. However, consciousness does not exist without a proper mental and psychological state. Formerly we examined some mathematical psychological aspects that could have an impact on both mathematical and computational problem-solving. We taught novice computational programming by solving mathematical word problems. Our first experiments were performed years before the pandemic. In this study, we present the results of a new experiment on the same topic, but this was performed during the pandemic homeschool interval. The programming environment and the teaching material were the same as before. We present our results based on our homeschool experience. We expect that the results of homeschool study groups are not worse than the results of before-pandemic study groups in reaching the aforementioned aim. The experiment proved our previous hypothesis that we can successfully teach solving mathematical word problems in a computational environment, and at the same time with the help of word problems, we can successfully teach the basic elements of computer programming.

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Section: Analogy-based Algorithm Methodsmentioning

confidence: 99%

“…CogInfoCom Conference, we presented our method and Blockly code as a high-mathability approach and educational tool (Bubno and Takacs, 2017).…”

Section: Introductionmentioning

confidence: 99%

Mathematical and computational awareness before and after the pandemic

Bubnó

Takács

2022

Front. Educ.

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“…In 2017, Bubnó and Takács presented a method for teaching school children learning computer programming how to solve context problems [3]. Their method employed Pòlya's model [39] for problem solving which maps well to current understandings of problem solving for word problems in mathematics and computer programming.…”

Section: Context Cognition and Problem Solvingmentioning

confidence: 99%

Exploring the Effects of Contextualized Problem Descriptions on Problem Solving

Leinonen

Denny

Whalley

2021

Proceedings of the 23rd Australasian Computing Education Conference

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Prior research has reported conflicting results on whether the presence of a contextualized narrative in a problem statement is a help or a hindrance to students when solving problems. On the one hand, results from psychology and mathematics seem to show that contextualized problems can be easier for students. On the other, a recent ITiCSE working group exploring the "problem description effect" found no such benefits for novice programmers.In this work, we study the effects of contextualized problems on problem-solving in an introductory programming course. Students were divided into three groups. Each group was given two different programming problems, involving linear equations, to solve. In the first group both problem statements used the same context while in the second group the context was switched. The third group was given problems that were mathematically similar to the other two groups, but which lacked any contextualized narrative.Contrary to earlier findings in introductory programming, our results show that context does have an effect on student performance. Interestingly depending on the problem, context either helped or was unhelpful to students. We hypothesize that these results are explained by a lack of familiarity with the context when the context was unhelpful, and by poor mathematical skills when the context was helpful. These findings contribute to our understanding of how contextualized problem statements affect novice programmers and their problem solving. CCS CONCEPTS• Social and professional topics → Computing education.

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“…Other than using the available tools, some studies attempted to create new programming-based teaching tools [25]- [30], and game-based tools [31]- [33]. [22], [14], [17], [15], [16], [34], [18], [19], [20], [35], [36], [23], [37], [21], [24] 15 Module [38], [39], [40], [41], [42], [43], [44], [45], [46], [47], [48], In addition to teaching CT in regular classrooms, researchers have introduced afterschool activities, which called 'informal program' in this study, as an alternative to disseminate CT skills. Recently, the publication trend of studies related to infusing CT through the informal program has increased.…”

Section: Ct Educational Approachesmentioning

confidence: 99%

“…As [12] point out, educators should not only promote coding skills and provide knowledge, but also collaboration and teamwork skills to deal with difficult problems which are too hard to be solved individually. [52], [38], [39], [41], [22], [14], [15], [42], [18], [44], [17], [45], [19], [20], [36], [46], [23], [37], [50], [47], [21], [48], [49], [51], [24] 25 b [53], [57], [58], [59], [60], [61], [64], [55], [56], [66], [67] 11 Abstraction a [71], [22], [15], [42], [18], [44], [17], [19], [34], [46], [49], [51]…”

Section: Ct Skills For High School Studentsmentioning

confidence: 99%

Reflecting on Computational Thinking Studies for High School Education

Sondakh

2019

CogITo Smart Journal

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Berpikir komputasional telah diakui sebagai suatu kebutuhan dalam menyelesaikan masalah yang kompleks. Beberapa penelitian telah dilakukan untuk memperkenalkan keterampilan ini ke semua tingkat pendidikan. Penelitian ini bertujuan untuk meninjau penelitian tentang berpikir komputasi pada tingkat sekolah menengah. Khususnya, penelitian ini mengkaji domain penelitian, mengidentifikasi metode-metode untuk memperkenalkan berpikir komputasional, serta konsep-konsep berpikir komputasional yang diajarkan kepada pelajar. Tinjauan literatur sistematik dilakukan untuk mencapai tujuan tersebut. Hasil penelitian menunjukkan: penelitian berpikir komputasional mencakup kajian teori, pengembangan kurikulum, pengukuran, dan pengembangan alat. Kajian teori ditujukan untuk memformulasikan konsep. Selain keterampilan teknis, soft-skills telah dinyatakan sebagai elemen berpikir komputasional. Namun, perhatian untuk melibatkan soft-skills dalam penelitian masih kurang. Sebagian besar penelitian difokuskan pada integrasi berpikir komptasional ke dalam kurikulum. Coding menjadi metode yang paling banyak digunakan untuk mengajarkan berpikir komputasional. Sehingga, algorithmic thinking dan abstraction muncul sebagai keterampilan yang paling sering diajarkan atau diukur. Akhirnya, penelitian ini menggarisbawahi adanya kesenjangan untuk dikaji lebih lanjut yaitu berkaitan dengan pengukuran keterampilan berpikir komputasional dan untuk menyertakan soft-skills pada penelitian berpikir komputasional. Kata Kunci—Berpikir komputasional, Sekolah menengah, Penyelesaian masalah

show abstract

The mathability of word problems as initial computer programming exercises

Cited by 9 publications

References 14 publications

Mathematical and computational awareness before and after the pandemic

Mathematical and computational awareness before and after the pandemic

Exploring the Effects of Contextualized Problem Descriptions on Problem Solving

Reflecting on Computational Thinking Studies for High School Education

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