The Integration of Programming in Swedish School Mathematics: Investigating Elementary Mathematics Textbooks

Bråting, Kajsa; Kilhamn, Cecilia

doi:10.1080/00313831.2021.1897879

Cited by 16 publications

(20 citation statements)

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“…Second, key elements of how the scientific endeavor operates also play central roles in data science such as cycling through data for discoveries and reliance on reproducibility (Blei & Smyth, 2017). Some components of data science, as thus conceptualized, are already formally incorporated in the curriculum of elementary and secondary school systems via data visualizations (e.g., graph learning) (Aksoy & Bostan, 2021), descriptive and inferential statistics (e.g., distributional reasoning) (Biehler et al, 2018), data processing (e.g., in science inquiry) (Watson, 2017), and programming (Bråting & Kilhamn, 2021).…”

Section: Learning About Data In Elementary Mathematicsmentioning

confidence: 99%

Learning data science in elementary school mathematics: a comparative curriculum analysis

2023

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Background Data literacy is increasingly important in today’s data-driven world. Students across many educational systems first formally learn about data in elementary school not as a separate subject but via the mathematics curriculum. This experience can create tensions in the priorities of learning and assessment given the presence of other foundational mathematics content domains such as numbers, algebra, measurement, and geometry. There is a need to study data literacy in comparison to these other content domains in elementary mathematics. To address this need, we developed a methodology motivated by thinking curriculum theory and aligned with international assessment framework, for comparative analysis across mathematics content domains. This methodology examined increasing levels of cognitive domains from knowing to applying to reasoning across mathematics content domains. Intended, assessed, and attained curricula were analyzed using Singapore as a case study, combined with broader comparisons to attainments in four East Asian countries in TIMSS, an international large-scale assessment. Results We found that learning in the data domain had very limited coverage in intended and assessed curricula in Singapore. However, compared to other mathematics content domains, the data curriculum placed heavier emphasis on higher-order cognitive domains including the use of generally difficult mixed data visualizations. This demanding curriculum in Singapore was associated with the highest attainment in the data domain among average 4th grade Singaporean students relative to students in four East Asian countries in TIMSS, as analyzed by quantile regression. However, lower-performing Singaporean students at the 10th percentile generally did not outperform their East Asian peers. We further found very limited applications of data in other mathematics domains or cross-domain learning more generally. Conclusion Our study offers a comparative analysis of the data curriculum in elementary school mathematics education. While the data curriculum was cognitively demanding and translated to very high average attainments of Singaporean students, the curriculum did not equally help weaker Singaporean students, with implications on current discourse on equity–excellence trade-off in science, technology, engineering, and mathematics (STEM) education. Our study further highlights the lack of cross-domain learning in mathematics involving data. Despite the broad applicability of data science, elementary school students’ first formal experience with data may lack emphasis on its cross-domain applications, suggesting a need to further integrate data skills and competencies into the mathematics curriculum and beyond.

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Section: Learning About Data In Elementary Mathematicsmentioning

confidence: 99%

Learning data science in elementary school mathematics: a comparative curriculum analysis

2023

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“…Instead of being a teacher, students work in minor groups with the teacher acting as a facilitator or supervisor. As students study to be extra autonomous in their method rather than depend solely on professors, the method has the ability to increase responsibility and motivation in the process of learning (Dirckinck-Holmfeld, 2002;Loyens et al, 2008;Bråting & Kilhamn, 2022). According to Prieto (2006), PWA encourages students to use real-world challenges as a springboard for learning and integrating new information.…”

Section: Related Workmentioning

confidence: 99%

The Influence of Project Work Approach on College Students’ Interest in Programming at the Private Universities in Ghana

Senior

Ampofo

2022

IJIE

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<p><span lang="EN-US">Failure rates have become a global problem as university students studying computer programming grow worldwide. Students' interest has been linked to learning skills that require metacognition and critical thinking, which are essential for studying computer programming efficiently. As a result, the project work approach in studying computer programming combines knowledge of technology with soft skills. Project work is best suited for complicated problem-solving tactics and teamwork creatively. The study used quantitative methodology and a descriptive design survey to evaluate the project work approach's influence on college students’ interest in programming. The study's participants were Christian Service University computer science students. A total of 420 students were enrolled in the study, with a sample size of 368. Inferential and descriptive statistics were applied to analyze the data received from the respondents. The study found that standalone systems were the highest factor in the project work given to students. The study revealed that project work could make students interested in programming. The study concluded that project work has a favorable and considerable impact on college students' programming interests.</span></p>

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“…Since programming is now a mandatory part of the curriculum, several mathematics textbooks include programming. However, analyses of these textbooks found that programming is often treated as tangential to mathematics and that there is a primary focus on introducing students to programming procedures rather than programming concepts (Bråting & Kilhamn, 2022). A recent study of mathematics teachers' teaching of these new subjects in the context of their specialisation (Kilhamn et al, 2021) showed that one third of the lessons that include programming did not connect it to mathematical content, and few explicit connections were made to algebra.…”

Section: Internalisationmentioning

confidence: 99%

En løsning på hvad? Mål og midler i implementeringen af informatik-relaterede fag i Danmark, Sverige og England

Tamborg

2022

ADNO

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Baseret på ”policy borrowing” (Cowen, 2009; Steiner-Khamsi, 2016) studerer denne artikel de politiske rationaler bag læseplansrevisioner med hensyn til informatik i danske, svenske og engelske grundskoler. Artiklen undersøger også, hvordan disse rationaler omsættes til konkrete læseplansrevisioner og implementeringsstrategier i de tre lande. Empirisk er artiklen baseret på politiske dokumenter, forskningslitteratur og rapporter fra de tre lande samt interviews med 10 eksperter, som var en del af eller vidende om implementeringsprocesserne i de respektive lande. Undersøgelsen viser, at på trods af at alle tre lande sigter mod den internationalt anerkendte udfordring relateret til at forberede elever til deltagelse i et digitaliseret samfund, varierer de nationale politiske mål betydeligt. I Danmark havde læseplansrevisionerne til formål at uddanne kritiske, demokratiske borgere. Revisioner i England var relateret til et stærkt pres fra IT-industrien og et mål om at genvinde den historiske rolle som tech-pionerer, og Sverige var orienteret mod at skabe lige digitale kompetencer på tværs af demografiske og socioøkonomiske faktorer. På trods af disse relativt klare politiske rationaler finder artiklen også, at de konkrete ændringer, der er iværksat for at indfri rationalerne, er et produkt af specifikke nationale forhold og til en vis grad kontingente processer. I den henseende argumenterer artiklen for, at de politiske revisioner i alle tre lande snarere er produkter af, hvad der var muligt eller blot tilfældigheder, end af omhyggelig planlægning.

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The Integration of Programming in Swedish School Mathematics: Investigating Elementary Mathematics Textbooks

Cited by 16 publications

References 16 publications

Learning data science in elementary school mathematics: a comparative curriculum analysis

Learning data science in elementary school mathematics: a comparative curriculum analysis

The Influence of Project Work Approach on College Students’ Interest in Programming at the Private Universities in Ghana

En løsning på hvad? Mål og midler i implementeringen af informatik-relaterede fag i Danmark, Sverige og England

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