Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls

Morten Misfeldt; Stine Ejsing-Duun

Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls

Abstract

In this paper we explore the potentials for learning mathematics through programming by a combination of theoretically derived potentials and cases of practical pedagogical work. We propose a model with three interdependent learning potentials as programming which can: (1) help reframe the students as producers of knowledge and artifacts, (2) support abstraction and encapsulation, and (3) promote thinking in algorithms. Programming is a topic that has recently gained interest in primary and lower secondary education levels in various countries, and hence a specific analysis of the potentials in relation to mathematics is paramount. Analyzing two cases, we suggest a number of ways in which didactical attention to epistemic mediation can support learning mathematics.

Originalsprog	Engelsk
Titel	CERME9
Redaktører	Konrad Krainer, Naďa Vondrová
Antal sider	7
Forlag	Charles University in Prague, Faculty of Education and ERME
Publikationsdato	2015
Sider	2524-2530
Status	Udgivet - 2015
Udgivet eksternt	Ja

Citationsformater

Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls. / Misfeldt, Morten; Ejsing-Duun, Stine.

CERME9. red. / Konrad Krainer; Naďa Vondrová. Charles University in Prague, Faculty of Education and ERME, 2015. s. 2524-2530.

Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › peer review

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