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
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.
Original language | English |
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Title of host publication | CERME9 |
Editors | Konrad Krainer, Naďa Vondrová |
Number of pages | 7 |
Publisher | Charles University in Prague, Faculty of Education and ERME |
Publication date | 2015 |
Pages | 2524-2530 |
Publication status | Published - 2015 |
Externally published | Yes |
ID: 231956554