Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings

Humble, Niklas; Mozelius, Peter; Sällvin, Lisa

doi:10.1108/ijilt-02-2020-0021

Cited by 14 publications

(14 citation statements)

References 44 publications

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“…Similar results were highlighted in a study that investigated Swedish secondary school teachers' perceptions on integrating programming in Mathematics and Technology courses and of different programming tools (Humble et al, 2020). The study concluded that programming is perceived by many of the teachers as fun but that there is a lack of time and directives for the integration, which the teachers perceived as challenging (Humble et al, 2020).…”

Section: Related Worksupporting

confidence: 60%

“…It is further highlighted that there is risk for inequality among schools regarding access to support, professional development, IT infrastructure, and active leadership in the digital transformation (Vinnervik, 2022). Similar results were highlighted in a study that investigated Swedish secondary school teachers' perceptions on integrating programming in Mathematics and Technology courses and of different programming tools (Humble et al, 2020). The study concluded that programming is perceived by many of the teachers as fun but that there is a lack of time and directives for the integration, which the teachers perceived as challenging (Humble et al, 2020).…”

Section: Related Worksupporting

confidence: 53%

“…Since the integration of programming technologies are still being conducted in many countries' K-12 education, where Sweden is one of them, the need for research that study the use, possibilities and challenges of programming is still crucial. Previous research show that teachers need guidance for the use and integration of programming in K-12 education, this includes support for teaching programming and using programming as a tool for teaching and learning in other courses (Humble, 2022;Humble et al, 2020;Pörn et al, 2021;Szabo et al, 2019;Humble et al, 2019;Webb et al, 2017;Royal Society, 2017). In Sweden, these courses are mainly the two courses of Mathematics and Technology.…”

Section: Introductionmentioning

confidence: 99%

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A conceptual model of what programming affords secondary school courses in mathematics and technology

Humble

2023

Educ Inf Technol

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Due to increased need of professionals on the future labour market with competence in programming, many countries have integrated programming in kindergarten to grade 12 (K-12) education. In 2017, programming was integrated in Swedish primary and secondary school curriculum and the courses of Mathematics and Technology. Research has highlighted challenges in integrating programming and other new technologies, and the need for better teacher support. The aim of the study was to examine what programming affords secondary school courses in Mathematics and Technology according to teachers that use programming in these two courses. The study was conducted with a qualitative approach and collected data through interviews with 19 teachers that use programming in secondary school courses of Mathematics and/or Technology. Thematic analysis with inductive-deductive approach was used to analyse the collected data. Theory of Affordances was used to identify themes of interests in the collected material and group these into categories. Ten programming affordances are identified in this study: 1) flexibility, 2) creativity, 3) efficiency, 4) visualisation, 5) fun, 6) curiosity, 7) play, 8) holistic views, 9) fearlessness, and 10) interdisciplinary collaborations. Through discussion and comparison with previous research, these programming affordances are found to relate to three aspects of teaching and learning in secondary school Mathematics and Technology: A) support course content and learning, B) facilitate engagement and motivation, and C) foster developmental skills. The study concludes with a suggestion for a conceptual model on what programming can afford school courses in Mathematics and Technology, based on the findings of the study. Findings can be used by teachers, policymakers and other stakeholders in the integration and design of programming in secondary education.

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Section: Related Worksupporting

confidence: 60%

Section: Related Worksupporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

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A conceptual model of what programming affords secondary school courses in mathematics and technology

Humble

2023

Educ Inf Technol

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“…In fact, previous studies have shown that teachers feel that it is easy to connect programming to other teaching and learning activities in school, such as problem solving. However, sometimes there is a lack of directives for the integration, in terms of what type of programming should be implemented [34]. In this sense, it is important to know Scratch limitations and when another programming language, such as Python, should be used as an alternative.…”

Section: Methodologiesmentioning

confidence: 99%

Assessment of Scratch Programming Language as a Didactic Tool to Teach Functions

Quevedo

Llinares

2021

Education Sciences

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The objective of this research is to study the Scratch programming language as a didactic tool to teach functions. The introduction of didactic tools allowing comprehension in simple and attractive ways is required. Given the traditional teaching/learning system, it is necessary to organize participatory and collaborative dynamic classrooms, which allow the interaction of students in activities where the educator modifies his or her traditional role as an advisor and the students take a more active role in learning through their own effort. In this sense, three activities using the Scratch programming language are proposed: the first one refers to the linear and affine functions, while the second one deals with the quadratic function and the third one is related to the exponential function. The participants in this study were 30 future teachers. The study considers the combination of magisterial lessons and active didactic methodologies as demonstration method, cooperative learning and gamification, also including the applied assessment. The activities, methodologies and assessment were evaluated by the participants with results higher than 4 in 5-point Likert scale for all cases, preferring the active methodologies than magisterial lessons.

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“…In the UK, computing education has been described as "patchy and fragile" with lack of teacher support (The Royal Society, 2017). Research have further described a lack of time for the integration and challenges for both teachers and students to learn programming (Allison, 2021;Humble, Mozelius & Sällvin, 2020). To address the challenges of integrating programming in K-12 education, this study describes the process of designing, developing, and evaluating an educational game on programming.…”

Section: Introductionmentioning

confidence: 99%

Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling

Humble

Mozelius

2022

ECGBL

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Programming education at university level has often been identified as problematic learning. At the same time, prognosis for future labour market is increased need for professionals with programming and related skills. To meet demands of future society, K-12 schools around the world have integrated programming in the curriculum. However, research show challenges for integrating programming in K-12 education. Challenges include students’ and teachers’ struggle with learning and teaching programming, lack of time to properly incorporate programming in existing teaching and learning, and insufficient support for teachers. This study addresses these challenges by designing, developing, and evaluating an educational game on programming that combines the idea of game-based learning with digital escape rooms. In the game, the player develops knowledge about programming concepts to escape 10 rooms. The study’s main research question was: What are K-12 students’ perceptions of the game and what do they considered to be important design factors for a digital escape room game on computer programming? A design science approach was used for designing, developing, and evaluating a web-based escape room game on programming. This was conducted in a five-step process: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. The game was tested and evaluated by 32 K-12 students with a questionnaire during the autumn semester of 2021 and spring semester of 2022. Collected data were then analysed and grouped into categories to answer the study’s aim and research question. Findings of the study show several suggestions for further development and important design factors to consider when developing a digital escape room game. The next steps of research are to combine these findings with evaluations from teachers, and to incorporate this in an updated version of the game.

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Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings

Cited by 14 publications

References 44 publications

A conceptual model of what programming affords secondary school courses in mathematics and technology

A conceptual model of what programming affords secondary school courses in mathematics and technology

Assessment of Scratch Programming Language as a Didactic Tool to Teach Functions

Refurbishing the Educational Escape Room for Programming: Lowering the Threshold and Raising the Ceiling

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