Three cases that demonstrate how students connect the domains of mathematics and computing

• Published in: The Journal of mathematical behavior Vol. 67; p. 100955
• Main Authors: Sand, Odd Petter, Lockwood, Elise, Caballero, Marcos D., Mørken, Knut
• Format: Journal Article
• Language: English; Norwegian
• Published: Elsevier Inc 01.09.2022
• Subjects: Computing; Connections; Modeling; Programming; Thinking and learning; Undergraduate students; Connections; Programming; Undergraduate students; Computing; Modeling; Thinking and learning
• ISSN: 0732-3123; 1873-8028
• DOI: 10.1016/j.jmathb.2022.100955

This study uses actor-oriented transfer perspective to investigate different ways in which students make connections across the domains of mathematics and computing. We interview first-year students at the University of Oslo as they work with a set of tutorials that we designed to integrate knowledge from both domains. The cases we present here demonstrate four different types of cross-domain connections: (a) mathematically reproducing the work of a computer program, (b) cyclically improving a program to produce better output, (c) coupling math to output to justify program improvements and (d) coupling math to code to justify program design. We provide rich examples of the ways in which students make these connections and discuss affordances for mathematical learning in this context. •Examples of students connecting mathematics and computing in four distinct ways.•Students can make mathematical models that represent computer programs.•Students can use math to turn interpretation of program output into revised code.•Students can couple math to output to justify program improvements.•Students can couple math to code to justify program design.