A clash of epistemic tools: computer programming and paper-and-pencil in secondary school mathematics problem solving.
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| Title: | A clash of epistemic tools: computer programming and paper-and-pencil in secondary school mathematics problem solving. |
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| Authors: | Huang, Wendy1 (AUTHOR) wendy.huang@nie.edu.sg, Looi, Chee-Kit1,2 (AUTHOR) cklooi@eduhk.hk, Kim, Misong3 (AUTHOR) mkim574@uwo.ca |
| Source: | International Journal of Science & Mathematics Education. Jun2025, Vol. 23 Issue 5, p1259-1282. 24p. |
| Subject Terms: | *Computer programming education, *Word problems (Mathematics), *Computer programming, *Secondary education, *Curriculum, *Secondary schools |
| Abstract: | Much attention has been paid to computational thinking (CT) as a problem-solving approach across various curricula, particularly in mathematics. Most studies solely used a digital instrument or examined transfer of program solving ability, neglecting the mathematics knowledge domain or how the novel digital instrument functions alongside the dominant paper-and-pencil instrument in a classroom. Using Instrument-Mediated Activity Theory, our qualitative case study compares how secondary level students appropriated computer programming (as a means of using CT) and paper-and-pencil instruments to solve mathematics textbook word problems, via the analysis of three cases. Our results show that each instrument privileged certain ways of thinking that, by extension, de-emphasized others. The finding implies that teachers seeking to introduce computational concepts should be aware of an epistemic clash arising from the long-term use of paper-and-pencil for solving mathematics problems. We suggest that a more effective way to bring CT into secondary level mathematics is to introduce new types of problems or tasks that are less likely to interfere with the dominant instrument. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Much attention has been paid to computational thinking (CT) as a problem-solving approach across various curricula, particularly in mathematics. Most studies solely used a digital instrument or examined transfer of program solving ability, neglecting the mathematics knowledge domain or how the novel digital instrument functions alongside the dominant paper-and-pencil instrument in a classroom. Using Instrument-Mediated Activity Theory, our qualitative case study compares how secondary level students appropriated computer programming (as a means of using CT) and paper-and-pencil instruments to solve mathematics textbook word problems, via the analysis of three cases. Our results show that each instrument privileged certain ways of thinking that, by extension, de-emphasized others. The finding implies that teachers seeking to introduce computational concepts should be aware of an epistemic clash arising from the long-term use of paper-and-pencil for solving mathematics problems. We suggest that a more effective way to bring CT into secondary level mathematics is to introduce new types of problems or tasks that are less likely to interfere with the dominant instrument. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15710068 |
| DOI: | 10.1007/s10763-024-10512-z |
