Three cases that demonstrate how students connect the domains of mathematics and computing

Sand, Odd Petter; Lockwood, Elise; Caballero, Marcos D.; Mørken, Knut

doi:10.1016/j.jmathb.2022.100955

Cited by 4 publications

(7 citation statements)

References 31 publications

(36 reference statements)

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“…Different than K-12 mathematics teaching that often rely on paper-and-pencil, it is not uncommon to find an undergraduate mathematics class that includes CT components. However, despite the predominate CT-math integration at the collegiate level, there has been few research that provides fine-grained analysis of the interplay between CT and mathematics learning, although recent work by Lockwood, Sand, and colleagues have paid explicit attention to this research line (Lockwood, 2022;Lockwood & De Chenne, 2020, 2021Sand et al, 2022). In addition, more interestingly, these scholars' findings echo the types of interplay we have identified in the current review, and future research can continue to gain insights into how the interactions between CT and mathematical thinking may manifest differently or similarly in both contexts (Lockwood & Mørken, 2021;Lockwood, et al, 2019).…”

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning

Liang

et al. 2023

IJ STEM Ed

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There has been substantial research undertaken on the integration of computational thinking (CT) in K-12 mathematics education in recent years, particularly since 2018 when relevant systematic reviews were conducted on the topic. Many empirical studies in this area have yet to elaborate clearly and explicitly on how CT may support mathematics learning, or otherwise, in CT-based mathematics activities. Addressing this research gap, we conducted a systematic review on the integration of CT in K-12 mathematics education with a focus on CT-based mathematics instruction and students learning under such instruction. The Web of Science database was searched for in terms of studies published from 2006 to 2021, from which 24 articles were selected to provide illustrations of CT-based mathematics instruction and related student learning, and they were further analyzed according to education levels and contexts, programming tools, learning outcomes in CT and mathematics, and the mutual relationship between CT and mathematics learning. Among the results, this review found that geometrized programming and student-centered instructional approaches were facilitators of productive learning in CT and mathematics. Moreover, CT-based mathematics learning entails an interactive and cyclical process of reasoning mathematically and reasoning computationally, which can occur when: (1) applying mathematics to construct CT artefacts; (2) applying mathematics to anticipate and interpret CT outputs; and (3) generating new mathematical knowledge in parallel with the development of CT. The findings contribute to an in-depth understanding of what, and how, CT-based mathematics instruction impacts student learning in K-12 contexts.

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Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning

Liang

et al. 2023

IJ STEM Ed

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“…When both the mathematics and the chemical system are described as evolving with time, it might also be easier for students to understand the connections between the mathematical model and the chemical system it represents, which previous research has regarded as problematic for many students. 12,17,[23][24][25]28 Bain et al state that we can help students view mathematical expressions as less abstract by making the connection between the mathematical model and what it represents explicit. 8 Their findings suggest that this can be done by making theoretical connections explicit or by partaking in laboratory work.…”

Section: ■ Conclusion and Implicationsmentioning

confidence: 99%

“…One way students can connect the mathematical domain with the chemistry domain is by using programming and computation . Computers present a different way of representing and thinking about both chemistry and mathematics, and this may affect how students think about certain problems and concepts in these subjects. , …”

Section: Introductionmentioning

confidence: 99%

“…10 Computers present a different way of representing and thinking about both chemistry and mathematics, and this may affect how students think about certain problems and concepts in these subjects. 11,12 Although researchers have studied how students understand mathematics in a chemistry context, 13 there is comparatively little systematic research on how students use programming and numerical methods to explore chemical models. This lack of empirical research represents a gap in the research literature.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Studies on reasoning and learning in mathematics through computation show that programming can improve interdisciplinary cognitive skills and learning in mathematics. ,− Other studies extend these results to natural science as well, by showing that computation can be used to learn and understand physics. ,− Although research on how students may understand chemistry through programming is lacking at the moment, there are some recent publications that show how programming can be integrated into the chemistry curriculum …”

Section: Introductionmentioning

confidence: 99%

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When learning chemistry, students must learn to extract chemical information from mathematical expressions. However, chemistry students’ exposure to mathematics often comes primarily from pure mathematics courses, which can lead to knowledge fragmentation and potentially hinder their ability to use mathematics in chemistry. This study examines how computation can affect students’ blending of cognitive resources and their framing of mathematics in a chemical context. How students analytically and numerically interpret mathematical expressions in chemistry are examined through 14 individual clinical interviews with undergraduate chemistry students. The analysis was done by performing a thematic analysis of the interviews through a theoretical lens provided by the blended processing framework. This analysis reveals that computation and iterative thinking might serve as a catalyst for conceptual understanding and blending of cognitive resources. These findings suggest that we should evaluate how computational approaches could be leveraged to give students a better understanding of both mathematical models and the chemical concepts illustrated through these models.

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Embracing Mathematical Conjecture Through Coding and Computational Thinking

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Three cases that demonstrate how students connect the domains of mathematics and computing

Cited by 4 publications

References 31 publications

Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning

Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning

From Integrated Rate Laws to Integrating Rate Laws: Computation as a Conceptual Catalyst

Embracing Mathematical Conjecture Through Coding and Computational Thinking

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