Building upon and enriching grade four mathematics standards with programming curriculum

Lewis, Colleen M.; Shah, Niral

doi:10.1145/2157136.2157156

Cited by 45 publications

(27 citation statements)

References 13 publications

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“…A positive correlation between programming quizzes and better math test scores has been detected in a 5 th grade class (Lewis & Shah, 2012); there is evidence that 3 rd graders improve in the identification and comparison of numbers (Zavala, Gallardo, & García-Ruíz, 2013); a significantly more positive attitude towards math after including programming activities in middle school has been proved (Ke, 2014); a significant improvement on middle school students' learning of probability concepts after developing Scratch video games has been reported (Akpinar & Aslan, 2015); and a significant increase in mathematical thinking in 6 th grade students after the use of Scratch has been found (Calao, Moreno-León, Correa, & Robles, 2015).…”

Section: Introductionmentioning

confidence: 91%

Code to Learn: Where Does It Belong in the K-12 Curriculum?

2016

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The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2 nd and 6 th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6 th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2 nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.Keywords: elementary education, improving classroom teaching, interdisciplinary projects, programming and programming languages, teaching/learning strategies, computer education, Scratch. IntroductionComputer programming is becoming a basic skill that allows participating effectively in a world full of digital objects (González, 2014), and in recent years we are witnessing initiatives worldwide to promote the teaching of programming in schools. However, there is little consensus about the way programming should be included in the curriculum (Grover & Pea, 2013).The European Schoolnet has elaborated a report where 20 European MinistriesMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Code to Learn: Where Does It Belong in the K-12 Curriculum? 284of Education give an overview of their current initiatives and plans regarding computer programming (Balanskat & Engelhardt, 2015). There are countries where programming is an end in itself, as the focus is on the potential benefits for those who know to program when they enter the labor market. This approach is based on studies that estimate that in the near future there will be a significant shortage of well-trained professionals in this field in Europe (Gareis et al., 2014) and in the US (Cuny, 2012). Some countries have decided to create a new specific subject, while others have included coding in the general ICT/technology course. Other governments are consideri...

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Section: Introductionmentioning

confidence: 91%

Code to Learn: Where Does It Belong in the K-12 Curriculum?

2016

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“…Recently developed introductory computing curricula at the elementary and middle school levels outside the US (Lewis & Shah, 2012;Scott, 2013;Zur Bargury, Pârv, & Lanzberg, 2013) provide useful ideas for multiplechoice assessments that make it easier to measure learning, especially in large-scale settings. Barron and Darling-Hammond (2008) contend that robust assessments for meaningful learning must include intellectually ambitious performance assessments that require application of desired concepts and skills in disciplined ways; rubrics that define what constitutes good work; and frequent formative assessments to guide feedback to students and teachers.…”

Section: Rigor In Assessment Of Ct Skillsmentioning

confidence: 99%

Designing for deeper learning in a blended computer science course for middle school students

Grover

Pea

Cooper

2015

Computer Science Education

319

148

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The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were found to be strong predictors of learning outcomes.

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“…Por exemplo, a relação linear entre quantidades pode ser introduzida numa equação algébrica (de forma estática) ou na definição e simulação de um algoritmo (de forma dinâmica). Alguns trabalhos [Lopes et al 2016, Lewis andShah 2012] já concluíram que o processo de construção de algoritmos auxilia no desenvolvimento de habilidades matemáticas, especialmente daquelas relacionadas com resolução de problemas. Habilidades da Matemática para os anos iniciais incluem a resolução de problemas envolvendo as operações aritméticas básicas (adição, subtração, multiplicação divisão).…”

Section: O Pensamentounclassified

“…Diversos trabalhos [Freudenthal et al 2010, Lewis and Shah 2012, da Costa Barbosa et al 2015, Bean et al 2015, Love et al 2016, Lopes et al 2016 já associaram os conceitos centrais do PC (tais como, algoritmos e procedimentos, simulação, automação, paralelismo, entre outros) com a aprendizagem de conceitos matemáticos. Dentre os benefícios ressaltados no desenvolvimento conjunto entre asáreas, destacam-se: o aumento na motivação e interesse no desenvolvimento de conteúdos de ambas asáreas; a ampliação do estudo de conceitos matemáticos pelo uso de fundamentos e recursos computacionais; o incentivo a colaboração, propiciado pelo desenvolvimento de atividades integradoras; o desenvolvimento de habilidades conjuntas; a atração de estudantes a seguir carreira nestasáreas; a melhoria no ensino pela utilização de novas metodologias (oriundas da computação); a apresentação de visões alternativas da matemática tradicional; e a inserção da inovação no ambiente escolar.…”

Section: O Pensamento Computacional E a Matemática: Benefícios E Fundunclassified

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Uma Proposta para o Desenvolvimento do Pensamento Computacional Integrado ao Ensino de Matemática

Marques¹,

Cavalheiro²,

Foss³

et al. 2017

Simpósio Brasileiro De Informática Na Educação

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Abstract. The introduction of the fundamentals of Computing in Basic Education has been focus of attention and discussion in recent years. In particular, Computational Thinking (CT) has become popular in the last decade as a methodology capable of developing many of the skills needed to solve problems. Concurrently, the relationship of bidirectional support between PC and Mathematics has been already discussed, in the sense that several of the skills to be developed in the different areas intersect or even complement each other. This work establishes a correlation between the areas and proposes a conceptual model for the proposition of mathematical activities that jointly promote the development of PC skills, focusing on the initial series of Primary Education.Resumo. A introdução dos fundamentos da Computação na Educação Básica tem sido foco de atenção e discussão nosúltimos anos. Em particular, o Pensamento Computacional (PC) se popularizou como uma metodologia capaz de desenvolver muitas das habilidades necessáriasà resolução de problemas. Também, já se discute a relação de apoio bidirecional entre o PC e a Matemática, no sentido que diversas das habilidades a serem desenvolvidas nas diferentesáreas se interseccionam ou mesmo se complementam. Este trabalho estabelece uma correlação entre asáreas e propõe um modelo conceitual para a proposição de atividades matemáticas que impulsiona o desenvolvimento de habilidades do PC, com foco nas séries iniciais da Educação Fundamental. IntroduçãoA introdução dos fundamentos da Computação na Educação Básica tem sido foco de atenção e discussão nosúltimos anos [da Silva Rodrigues et al. 2015, Bordini et al. 2016, como consequência natural da globalização e dos avanços tecnológicos. Particularmente, o Pensamento Computacional (PC) [Wing 2006] se popularizou naúltima década como uma metodologia que "envolve a resolução de problemas, o projeto de sistemas e a compreensão do comportamento humano, recorrendo aos conceitos fundamentais da Ciência da Computação".Concomitantemente, já se discute a relação de apoio bidirecional entre o PC e a Matemática [Lewis and Shah 2012, Barcelos andSilveira 2012], no sentido que diversas das habilidades a serem desenvolvidas nas diferentesáreas * Projeto com chancela da SBC e realizado com o apoio da PREC e PRPPG / UFPel.

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Building upon and enriching grade four mathematics standards with programming curriculum

Cited by 45 publications

References 13 publications

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Designing for deeper learning in a blended computer science course for middle school students

Uma Proposta para o Desenvolvimento do Pensamento Computacional Integrado ao Ensino de Matemática

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