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

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › 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.

Original language	Danish
Title of host publication	Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education : (CERME11, February 6 – 10, 2019)
Editors	U.T. Jankvist, M. Van den Heuvel-Panhuizen, M. Veldhuis
Number of pages	8
Publisher	Freudenthal Group & Freudenthal Institute, Utrecht University and ERME
Publication date	2019
Pages	2713-2720
ISBN (Electronic)	978-90-73346-75-8
Publication status	Published - 2019
Event	11th Congress of European Research in Mathematics Education - Utrecht University , Utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019 Conference number: 11 https://cerme11.org

Conference

Conference	11th Congress of European Research in Mathematics Education
Number	11
Location	Utrecht University
Country/Territory	Netherlands
City	Utrecht
Period	06/02/2019 → 10/02/2019
Internet address	https://cerme11.org

Keywords

Programming
mathematics
computational thinking
curricular changes

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Cite this

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

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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. in UT Jankvist, M Van den Heuvel-Panhuizen & M Veldhuis (eds), 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, pp. 2713-2720, 11th Congress of European Research in Mathematics Education, Utrecht, Netherlands, 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). ed. / U.T. Jankvist; M. Van den Heuvel-Panhuizen; M. Veldhuis. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 2019. p. 2713-2720.

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

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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. In Jankvist UT, Van den Heuvel-Panhuizen M, Veldhuis M, editors, 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. p. 2713-2720