Should your 8-year-old learn coding?

Duncan, Caitlin; Bell, Tim; Tanimoto, Steve

doi:10.1145/2670757.2670774

Cited by 134 publications

(57 citation statements)

References 24 publications

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“…Many new programming environments have been developed since much of the research in programming and mathematical learning was undertaken: some of which is enjoying reasonably widespread adoption (Duncan et al 2014). Some have been specifically developed for novices and young people, several of which are blocks- based (Duncan et al 2014;Weintrop and Wilensky 2015).…”

Section: History Of Programming and Mathematics Learning For Childrenmentioning

confidence: 99%

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Benton

Hoyles

Kalaš

et al. 2017

Digit Exp Math Educ

146

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In this paper we present the background, aims and methodology of the ScratchMaths (SM) project, which has designed curriculum materials and professional development (PD) to support mathematical learning through programming for pupils aged between 9 and 11 years. The project was framed by the particular context of computing in the English education system alongside the long history of research and development in programming and mathematics. In this paper, we present a Bframework for action^(diSessa and Cobb, Journal of the Learning Sciences, 13, 77-103, 2004) following design research that looked to develop an evidence-based curriculum intervention around carefully chosen mathematical and computational concepts. As a first step in teasing out factors for successful implementation and addressing any gap between our design intentions and teacher delivery, we focus on two key foundational concepts within the SM curriculum: the concept of algorithm and of 360°total turn. We found that our intervention as a whole enabled teachers with different backgrounds and Digit Exp Math Educ (2017) 3:115-138 DOI 10.1007/s40751-017-0028-x The research reported in this paper forms part of a larger project, the ScratchMaths project 2014-17 funded by the Educational Endowment Foundation. The project is being independently evaluated following a randomized control trial model involving over 100 primary schools across England. Department of Informatics Education, Comenius University, Bratislava, Slovakia levels of confidence to tailor the delivery of the SM in ways that can make these challenging concepts more accessible for both themselves and their pupils.

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Section: History Of Programming and Mathematics Learning For Childrenmentioning

confidence: 99%

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Benton

Hoyles

Kalaš

et al. 2017

Digit Exp Math Educ

146

View full text Add to dashboard Cite

show abstract

“…At this late stage the acquisition of programming knowledge and skills appears to be particularly challenging for students, and even more so for teachers, who need to introduce a completely new subject in the first year that students are facing external assessment for qualifications that are used beyond school (Thompson et al 2013). Not only would earlier preparation reduce this pressure, but the level of engagement and diversity is most likely to benefit from exposure to the concepts before high school (Duncan et al 2014). …”

Section: A View From Aotearoa New Zealandmentioning

confidence: 99%

“…As mentioned earlier there is a view among Computer Science educators that learning programming is difficult but at the same time there is a view emphasised in the New Zealand experience that coming to programming late in students' development is disadvantageous and that if they were to learn some of the techniques, approaches and thinking involved in programming at an earlier stage more students would be successful (Duncan et al 2014). This therefore is both an entitlement issue for individuals looking to a fulfilling, creative and potentially lucrative career as well as of concern to countries in terms of their economic performance and prosperity.…”

Section: Intellectual Practices Includementioning

confidence: 99%

“…Decisions about the early introduction of Computer Science in the UK and Poland were partly based on a view from school teachers and computer scientists in higher education that aspects of Computer Science, especially programming, require gradual acquisition and development over many years. Furthermore there is evidence that exposing students to key computational thinking concepts before 12 years old is not only possible but important for developing their selfefficacy, lack of which can disadvantage girls particularly and thus impact gender diversity in University courses and the IT industry (Duncan et al 2014).…”

Section: Intellectual Practices Includementioning

confidence: 99%

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Computer science in K-12 school curricula of the 2lst century: Why, what and when?

et al. 2016

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In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including Bpowerful knowledge^as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its Bpowerful knowledge^. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has Educ Inf Technol (2017) 22:445-468 DOI 10.1007/s10639-016-9493-

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“…This historically has taken the form of text-based programming languages, but can also include visual programming languages or graphical interfaces that support the assembly of instructions [8], or applications designed to interpret drawings or glyphs created by the user [9]. Block-based programming languages in particular are becoming increasingly common in introductory programming contexts [10].…”

Section: Introductionmentioning

confidence: 99%

How block-based languages support novices: A Framework for categorizing block-based affordances

Weintrop¹,

Wilensky²

2017

VLSS

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Should your 8-year-old learn coding?

Cited by 134 publications

References 24 publications

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Computer science in K-12 school curricula of the 2lst century: Why, what and when?

How block-based languages support novices: A Framework for categorizing block-based affordances

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