Using a Computer Programming Environment and an Interactive Whiteboard to Investigate Some Mathematical Thinking

Taylor, Merilyn; Harlow, Ann; Forret, Michael

doi:10.1016/j.sbspro.2010.12.078

Cited by 53 publications

(47 citation statements)

References 10 publications

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“…In their study, Yükseltürk & Altıok [54] and Giannakos, and Hubwieser & Ruf [55] came to the same conclusion (Abo Oda, 2010 adapt. Ihmaid [53] [33] and Wang Huang & Hwang [71], studied the effect of coding on problem solving and reasoning, and obtained positive findings.…”

Section: Discussionmentioning

confidence: 99%

“…In a similar study by Shin, Park & Bae [88] in the "social skills" theme, it was found out that use of Scratch coding increased the level of developing friendship among highly gifted students. In their studies, Theodorou & Kordaki [89]; Taylor, Harlow & Forret [33] stated that Scratch coding and collaborative learning approaches had positive effects on students' social skills. Motivating each other through verbal persuasion, making common decisions, and guiding each other towards certain targets, while writing projects is another way in self-efficacy issue.…”

Section: Discussionmentioning

confidence: 99%

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The Effect of Coding Teaching on Students’ Self-Efficacy Perceptions of Technology and Design Courses

Özden

Tezer

2018

Sustainability

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The aim of this research was to examine the effect of coding teaching on students’ self-efficacy perceptions of technology and design courses. A consecutive-explanatory design in a combined research model was used in this study. The qualitative dimension of the research was carried out through a random experimental design with pre/post-tests with controlled groups, and the qualitative dimension was conducted through interview techniques. The participants were seventh grade students from Şehit Hüseyin Ruso Secondary school in Lefkoşa, North Cyprus, in the 2016–2017 academic year. The quantitative data were collected through the “Technology and Design Course Self-efficacy Perception Scale”, developed by the researcher, and the qualitative data were collected through interview forms oriented around “Coding Teaching and Revised Technology and Design Course Teaching Program”. The quantitative data were analyzed through related and unrelated sampling t-test, Cohen’s d effect size coefficiency, and two-way variance analyses, and the qualitative data were analyzed through content analysis. A significant difference was observed between the students, taking coding teaching, and self-efficacy perceptions of Technology and Design courses compared to the control groups. Besides, it was noted that students taking coding teaching courses exhibited a positive attitude towards the course, and they practiced their metacognitive thinking and social skills at top levels. Based on the students’ views, it is obvious that coding teaching has a positive effect on their self-efficacy perceptions of the subject.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Effect of Coding Teaching on Students’ Self-Efficacy Perceptions of Technology and Design Courses

Özden

Tezer

2018

Sustainability

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“…In a research in which the effect of programming on the development of mathematical and computational thinking was examined, it was figured out that programming education is effective for teaching mathematics, developing problem-solving strategies and for collaborative, systematic and creative thinking [38].…”

Section: Coding Education and Robotic Applicationsmentioning

confidence: 99%

Importance of Coding Education and Robotic Applications For Achieving 21st-Century Skills in North Cyprus

Kanbul

Uzunboylu²

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Coding education and robotic applications are integrated or being integrated into education system for students at early ages all around the world. Aim of this study is to reveal the importance of coding education and robotic applications for achieving 21st-century skills in North Cyprus. This study is a descriptive study based on literature review. The obtained data were evaluated by the researcher to reveal the current case with a descriptive approach. It is really important for students to receive education on coding and robotics applications in order to be able to acquire 21st-century skills, develop, produce and achieve "Informatics Island" vision of North Cyprus. In this research, it is observed that importance given to coding education and robotic applications in North Cyprus is insufficient. It is also revealed that there are effective robotic studies as a result of institutional efforts by universities. However, there is no attempt to integrate coding education into primary, secondary and university education programs and there is a little number of academic research related with coding education and robotic applications. It is expected that this study will be a guide for academicians who would like to conduct research in this field, provide information about the present condition and set an example.

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“…Other researchers further examined how the integration of IWB in teaching can enhance students' comprehension of mathematical thinking (Merrett & Edwards, 2005;Taylor, Harlow, & Forret, 2010), motivation (Beauchamp & Parkinson, 2005;Hall & Higgins, 2005;Miller & Glover, 2002;Schmid, 2008) and performances (Lopez, 2010). Therefore, the use of IWBs has been evidenced to positively influence teachers' integrative skills, with developing their pedagogical approaches and students' learning as associated outcomes.…”

Section: Related Literature Information and Communication Technology mentioning

confidence: 99%

Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers

Jang

Tsai

2012

AJET

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This study examines the reasons for using or not using interactive whiteboards (IWBs) by elementary school mathematics and science teachers in Taiwan. It also considers whether there were any significant differences in the reasons according to teaching subjects, teacher gender, and teaching experience. The survey was developed based on an overview of the discussions from prior research related to the benefits and drawbacks in using IWBs. Percentages were high on all six reasons for using IWBs. Of the five reasons for not using IWBs, budget constraints appeared to be the most important reason why the teachers did not use IWBs in their classroom. Male teachers using IWBs showed significantly higher ratings than female teachers for getting students' attention and increasing interaction. Experienced teachers' ratings were significantly higher than novice teachers for getting students' attention, helping teachers explain complex and abstract concepts, and helping the teaching process. In the group of teachers who reported not using IWBs, male teachers showed significantly higher ratings for the lack of time to design teaching materials, and limited sources of related teaching software. Research implications of this study are provided along with suggestions for future study.

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Using a Computer Programming Environment and an Interactive Whiteboard to Investigate Some Mathematical Thinking

Cited by 53 publications

References 10 publications

The Effect of Coding Teaching on Students’ Self-Efficacy Perceptions of Technology and Design Courses

The Effect of Coding Teaching on Students’ Self-Efficacy Perceptions of Technology and Design Courses

Importance of Coding Education and Robotic Applications For Achieving 21st-Century Skills in North Cyprus

Reasons for using or not using interactive whiteboards: Perspectives of Taiwanese elementary mathematics and science teachers

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