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

Morten Misfeldt, Stine Ejsing-Duun

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

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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.
Original languageEnglish
Title of host publicationCERME9 : Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
EditorsKonrad Krainer, Naďa Vondrová
Number of pages7
Place of PublicationPrague, Czech Republic
PublisherCharles University in Prague, Faculty of Education and ERME
Publication date2015
Pages2524-2530
ISBN (Electronic)978-80-7290-844-8
Publication statusPublished - 2015
Event9th Congress of European Research in Mathematics Education - Prague, Czech Republic
Duration: 4 Feb 20158 Feb 2015

Conference

Conference9th Congress of European Research in Mathematics Education
CountryCzech Republic
CityPrague
Period04/02/201508/02/2015

Cite this

Misfeldt, M., & Ejsing-Duun, S. (2015). Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls. In K. Krainer, & N. Vondrová (Eds.), CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2524-2530). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.
Misfeldt, Morten ; Ejsing-Duun, Stine. / Learning Mathematics through Programming : An Instrumental Approach to Potentials and Pitfalls. CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. editor / Konrad Krainer ; Naďa Vondrová. Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME, 2015. pp. 2524-2530
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Misfeldt, M & Ejsing-Duun, S 2015, Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls. in K Krainer & N Vondrová (eds), CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Charles University in Prague, Faculty of Education and ERME, Prague, Czech Republic, pp. 2524-2530, 9th Congress of European Research in Mathematics Education, Prague, Czech Republic, 04/02/2015.

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

CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. ed. / Konrad Krainer; Naďa Vondrová. Prague, Czech Republic : Charles University in Prague, Faculty of Education and ERME, 2015. p. 2524-2530.

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

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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.

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Misfeldt M, Ejsing-Duun S. Learning Mathematics through Programming: An Instrumental Approach to Potentials and Pitfalls. In Krainer K, Vondrová N, editors, CERME9: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. 2015. p. 2524-2530