Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
Standard
Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls. / Misfeldt, Morten; Ejsing-Duun, Stine.
CERME9. ed. / Konrad Krainer; Naďa Vondrová. Charles University in Prague, Faculty of Education and ERME, 2015. p. 2524-2530.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - GEN
T1 - Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls
AU - Misfeldt, Morten
AU - Ejsing-Duun, Stine
PY - 2015
Y1 - 2015
N2 - 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.
AB - 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.
M3 - Article in proceedings
SP - 2524
EP - 2530
BT - CERME9
A2 - Krainer, Konrad
A2 - Vondrová, Naďa
PB - Charles University in Prague, Faculty of Education and ERME
ER -
ID: 231956554