Bridging Mathematics and Computer Science Through Threshold Concepts

• Published in: IEEE transactions on education Vol. 66; no. 2; pp. 1 - 7
• Main Author: Farjudian, Amin
• Format: Journal Article
• Language: English
• Published: New York IEEE 01.04.2023; Institute of Electrical and Electronics Engineers, Inc; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Coding; Cognitive science; Computer science; Computer Science Education; Concept Formation; Core curriculum; Curricula; Curriculum Design; Curriculum Development; Differential equation; Differential equations; Formative Evaluation; Interdisciplinary studies; Machine learning; Mathematical analysis; mathematical foundations of computer science; Mathematical models; Mathematics; Mathematics Education; neural network; Neural networks; Student Projects; summer project; Task analysis; threshold concept
• ISSN: 0018-9359; 1557-9638
• DOI: 10.1109/TE.2022.3200162

Contribution: Using threshold concepts as the framework for curriculum design, a project on neural network methods for solving differential equations is presented, with a rich set of transformative concepts from mathematics and computer science. Projects of this kind complement a typical curriculum with expertise that is crucial for critique and fundamental development of modern machine learning. Background: The curricula of many schools of mathematics and computer science present a relatively shallow introduction to the other subject. Student projects, on the other hand, provide an effective environment for interdisciplinary research between the two disciplines. Intended Outcomes: Providing students from computer science and mathematics the opportunity to obtain a deeper understanding and appreciation of the other subject, beyond the confines of the school curriculum. Application Design: The project contains tasks that require acquisition, not just of knowledge, but also of effective strategies and mental models, relevant to a set of transformative concepts from both disciplines. The tasks require a spectrum of activities, ranging from rigorous theoretical work to coding. Findings: Although the theory of threshold concepts needs further development, the existing paradigms provide a helpful framework for curriculum design. The continuous formative assessment proved effective in monitoring the participants' journeys through the liminal state.