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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.
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]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A clash of epistemic tools: computer programming and paper-and-pencil in secondary school mathematics problem solving.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Jun2025, Vol. 23 Issue 5, p1259-1282. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Computer+programming+education%22">Computer programming education</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+problems+%28Mathematics%29%22">Word problems (Mathematics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+programming%22">Computer programming</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10763-024-10512-z
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        Text: English
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              Text: Jun2025
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