The Influence of Teaching Programming on Learning Mathematics PROCEEDINGS
Geoff Wright, Peter Rich, Robert Lee, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
There are several correlations between mathematics and programming, logistical thinking, problem solving, functions, variables, coordinates, and so forth. Many have argued the benefit of learning one having a positive influence on learning the other. Strangely, despite this belief, and supporting evidence, curriculum having a focus explicitly tied to mathematics and programming is not common in today’s K-12 classrooms. This project investigates a curriculum, titled: Bootstrap, that was explicitly developed to make mathematics connections to programming. The curriculum was implemented at three schools. A pre and post mathematics inventory was used to measure the impact teaching this course (which used a video game development programming pedagogy) had on student understanding of mathematics. The findings from the study suggest that student understanding of functions and variables did increase after participating in the course.
Wright, G., Rich, P. & Lee, R. (2013). The Influence of Teaching Programming on Learning Mathematics. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4612-4615). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2018 from https://www.learntechlib.org/primary/p/48851/.
© 2013 Association for the Advancement of Computing in Education (AACE)
- Clements, D.H., & Sarama, J. (1997). Research on logo. Computers in the Schools, 14(1-2), 9-46. Doi:
- Felleisen, M. (2010). TeachScheme!: A checkpoint. SIGPLAN Not., 45(9), 129-130.
- Hoyles, C., & Noss, R. (1992). Learning mathematics and logo. Cambridge: MIT Press.
- Johnson, D.C. (2000). Algorithmics and programming in the school mathematics curriculum: Support is waning-is there still a case to be made? Education and Information Technologies, 5(3), 201-201214.
- Kafai, Y.B. (2006). Playing and making games for learning. Games and Culture, 1(1), 36-40.
- Knuth, E.J., Alibali, M.W., McNeil, N.M., Weinberg, A., & Stephens, A.C. (2005). Middle school students' understanding of core algebraic concepts: Equivalence variable. ZDM.Zentralblatt F ü r Didaktik Der Mathematik.Articles, 37(1), 68-76.
- McCoy, L. (1996). Computer-Based mathematics learning. Journal of Research on Computing in Education, 28, 438–460.
- Subhi, T. (1999). The impact of LOGO on gifted children's achievement and creativity. Journal of Computer Assisted Learning, 15(2), 98-108.
- Wright, G., Rich, P., & Leatham, K. (2010). AC 2010-2130: Increasing student and school interest in engineering education by using a hands-on inquiry based programming curriculum.-4615 DASHDASH
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.