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Teaching Programming to Junior High and High School Students to Improve Mathematical Ability and Self-Efficacy
PROCEEDINGS

, Brigham Young University, College of Engineering, United States ; , Brigham Young University, College of Education, United States ; , Brigham Young University, College of Mathematics, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As a result of low scores on recent international assessments, the No Child Left Behind (NCLB) legislation and other globalization and economic factors, many schools are eliminating or reducing elective type courses. The rationale is that replacing time that is allocated to "non-essential" subjects for core subjects, such as math and language arts, will better position students in the global market. However, there is evidence that systematically pairing a core subject with another, complementary subject, may lead to greater overall learning in both subjects. In this paper, we analyze two subject area pairs—first & second language, and math & computer programming—to demonstrate in what ways two subjects might complement each other. We then analyze the relationships between these pairs to better understand the principles and conditions that encourage what we call convergent cognition, the synergistic effect that occurs when a learner studies two complementary subjects.

Citation

Wright, G., Rich, P. & Leatham, K. (2009). Teaching Programming to Junior High and High School Students to Improve Mathematical Ability and Self-Efficacy. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 782-788). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 9, 2021 from .

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