Three cases that demonstrate how students connect the domains of mathematics and computing
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 knowledg...
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| Published in | The Journal of mathematical behavior Vol. 67; p. 100955 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English Norwegian |
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Elsevier Inc
01.09.2022
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| Subjects | |
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| Abstract | 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. |
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| AbstractList | 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. 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. |
| ArticleNumber | 100955 |
| Author | Sand, Odd Petter Mørken, Knut Caballero, Marcos D. Lockwood, Elise |
| Author_xml | – sequence: 1 givenname: Odd Petter surname: Sand fullname: Sand, Odd Petter email: oddps@uio.no organization: Centre for Computing in Science Education (CCSE), University of Oslo, N-0315 Oslo, Norway – sequence: 2 givenname: Elise surname: Lockwood fullname: Lockwood, Elise organization: Centre for Computing in Science Education (CCSE), University of Oslo, N-0315 Oslo, Norway – sequence: 3 givenname: Marcos D. surname: Caballero fullname: Caballero, Marcos D. organization: Centre for Computing in Science Education (CCSE), University of Oslo, N-0315 Oslo, Norway – sequence: 4 givenname: Knut surname: Mørken fullname: Mørken, Knut organization: Centre for Computing in Science Education (CCSE), University of Oslo, N-0315 Oslo, Norway |
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| Keywords | Connections Programming Undergraduate students Computing Modeling Thinking and learning |
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