Surveying teachers’ conception of programming as a mathematics topic following the implementation of a new mathematics curriculum

Morten Misfeldt; Attila  Szabo; Ola  Helenius

Surveying teachers’ conception of programming as a mathematics topic following the implementation of a new mathematics curriculum

Morten Misfeldt, Attila Szabo, Ola Helenius

The Center for Applied Game Research

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

Abstract

In this paper, we investigate mathematics teachers’ conception of the relationship between mathematics and programming. The context of the investigation is a recent curriculum reform in Sweden that makes programming a compulsory element of the national mathematics standards. Following up on an in-service training initiative, we conducted a pilot survey (N = 133) exploring – among other things – the teachers’ conception of the relationship between mathematics and
programming. The results suggest that the teachers, on average, feel that there is a strong, but not very strong, relationship between the two subjects. Furthermore, the results suggest that mathematics teachers are interested in working with programming but that they do not feel well prepared for taking on that task. These results are used to discuss the mathematical potential of the
different ways in which compulsory programming can be introduced in schools.

Originalsprog	Dansk
Titel	Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education : (CERME11, February 6 – 10, 2019)
Redaktører	U.T. Jankvist, M. Van den Heuvel-Panhuizen, M. Veldhuis
Antal sider	8
Forlag	Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Publikationsdato	2019
Sider	2713-2720
ISBN (Elektronisk)	978-90-73346-75-8
Status	Udgivet - 2019
Begivenhed	11th Congress of European Research in Mathematics Education - Utrecht University , Utrecht, Holland Varighed: 6 feb. 2019 → 10 feb. 2019 Konferencens nummer: 11 https://cerme11.org

Konference

Konference	11th Congress of European Research in Mathematics Education
Nummer	11
Lokation	Utrecht University
Land/Område	Holland
By	Utrecht
Periode	06/02/2019 → 10/02/2019
Internetadresse	https://cerme11.org

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Citationsformater

Misfeldt, M., Szabo, A., & Helenius , O. (2019). Surveying teachers’ conception of programming as a mathematics topic following the implementation of a new mathematics curriculum. I U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (red.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019) (s. 2713-2720). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings

Misfeldt, Morten ; Szabo, Attila ; Helenius , Ola . / Surveying teachers’ conception of programming as a mathematics topic following the implementation of a new mathematics curriculum. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). red. / U.T. Jankvist ; M. Van den Heuvel-Panhuizen ; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. s. 2713-2720

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title = "Surveying teachers{\textquoteright} conception of programming as a mathematics topic following the implementation of a new mathematics curriculum",

abstract = "In this paper, we investigate mathematics teachers{\textquoteright} conception of the relationship between mathematics and programming. The context of the investigation is a recent curriculum reform in Sweden that makes programming a compulsory element of the national mathematics standards. Following up on an in-service training initiative, we conducted a pilot survey (N = 133) exploring – among other things – the teachers{\textquoteright} conception of the relationship between mathematics andprogramming. The results suggest that the teachers, on average, feel that there is a strong, but not very strong, relationship between the two subjects. Furthermore, the results suggest that mathematics teachers are interested in working with programming but that they do not feel well prepared for taking on that task. These results are used to discuss the mathematical potential of thedifferent ways in which compulsory programming can be introduced in schools.",

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publisher = "Freudenthal Group & Freudenthal Institute, Utrecht University and ERME",

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Misfeldt, M, Szabo, A & Helenius , O 2019, Surveying teachers’ conception of programming as a mathematics topic following the implementation of a new mathematics curriculum. i UT Jankvist, M Van den Heuvel-Panhuizen & M Veldhuis (red), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, s. 2713-2720, 11th Congress of European Research in Mathematics Education, Utrecht, Holland, 06/02/2019. <https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings>

Surveying teachers’ conception of programming as a mathematics topic following the implementation of a new mathematics curriculum. / Misfeldt, Morten; Szabo, Attila ; Helenius , Ola .
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). red. / U.T. Jankvist; M. Van den Heuvel-Panhuizen; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. s. 2713-2720.

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

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N2 - In this paper, we investigate mathematics teachers’ conception of the relationship between mathematics and programming. The context of the investigation is a recent curriculum reform in Sweden that makes programming a compulsory element of the national mathematics standards. Following up on an in-service training initiative, we conducted a pilot survey (N = 133) exploring – among other things – the teachers’ conception of the relationship between mathematics andprogramming. The results suggest that the teachers, on average, feel that there is a strong, but not very strong, relationship between the two subjects. Furthermore, the results suggest that mathematics teachers are interested in working with programming but that they do not feel well prepared for taking on that task. These results are used to discuss the mathematical potential of thedifferent ways in which compulsory programming can be introduced in schools.

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Misfeldt M, Szabo A, Helenius O. Surveying teachers’ conception of programming as a mathematics topic following the implementation of a new mathematics curriculum. I Jankvist UT, Van den Heuvel-Panhuizen M, Veldhuis M, red., Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. 2019. s. 2713-2720