Promoting Mathematical Competence Development through Programming Activities
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| Title: | Promoting Mathematical Competence Development through Programming Activities |
|---|---|
| Language: | English |
| Authors: | Andreas Brandsaeter (ORCID |
| Source: | Educational Studies in Mathematics. 2025 119(2):225-247. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Mathematics Skills, Skill Development, Competence, Programming, Problem Solving, Discovery Learning, Mathematical Models, Thinking Skills, Mathematics Instruction, Teaching Methods, Computation |
| DOI: | 10.1007/s10649-024-10380-y |
| ISSN: | 0013-1954 1573-0816 |
| Abstract: | The reasons for teaching programming in school are indeed manifold. Programming can for example be utilized as a vehicle for understanding and learning particular mathematical subject matter, or as a tool for solving mathematical problems. In this paper, however, we propose to utilize programming as a vehicle for developing mathematical competencies such as problem-solving, exploration, modeling, reasoning, representation, generalization, and abstraction. We perform a design study utilizing a systematic, iterative development process for designing teaching sessions, focusing on one mathematical competence at a time. We apply the proposed methodology on a set of teaching sessions that are developed, implemented, and tested in a range of classroom settings. Based on this development process, we conclude that programming can be used to develop mathematical competencies. Furthermore, we identify a set of teacher practices that can be used to facilitate mathematical competence development in programming activities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470488 |
| Database: | ERIC |
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| Abstract: | The reasons for teaching programming in school are indeed manifold. Programming can for example be utilized as a vehicle for understanding and learning particular mathematical subject matter, or as a tool for solving mathematical problems. In this paper, however, we propose to utilize programming as a vehicle for developing mathematical competencies such as problem-solving, exploration, modeling, reasoning, representation, generalization, and abstraction. We perform a design study utilizing a systematic, iterative development process for designing teaching sessions, focusing on one mathematical competence at a time. We apply the proposed methodology on a set of teaching sessions that are developed, implemented, and tested in a range of classroom settings. Based on this development process, we conclude that programming can be used to develop mathematical competencies. Furthermore, we identify a set of teacher practices that can be used to facilitate mathematical competence development in programming activities. |
|---|---|
| ISSN: | 0013-1954 1573-0816 |
| DOI: | 10.1007/s10649-024-10380-y |
