Do Optional Programming Courses Affect Eighth-Grade Students’ Mathematical Problem Solving?

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2023-02-14 DOI:10.1080/07380569.2023.2175634

Kim André Stavenæs Refvik, Hilde Opsal

引用次数: 0

Abstract

Abstract Computational thinking and programming have emerged as central 21st-century skills. Several countries have embedded these skills in their school curricula. This study investigates how an optional programming course affects eighth-grade mathematical problem solving in Norway using a quasi-experimental design with pre- and post-tests. These tests consist of problem solving items from the 2003 Programme for International Student Assessment (Organisation for Economic Co-operation & Development, 2003a). The students taking these tests were divided into two groups: one with students enrolled in an optional programming course and one with students enrolled in other optional courses. Our results indicate no significant difference in the development of mathematical problem solving for the optional programming course students compared with those in other optional courses. Our discussion of these results offers further insights into how problem solving in computational thinking and programming align with mathematical problem solving.

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编程选修课影响八年级学生的数学解题能力吗?

计算思维和编程已经成为21世纪的核心技能。一些国家已将这些技能纳入学校课程。本研究调查程式设计选修课如何影响挪威八年级数学问题的解决，采用准实验设计的前后测试。这些测试包括2003年国际学生评估方案(经济合作与发展组织，2003年a)中的问题解决项目。参加这些测试的学生被分为两组:一组是选修编程课程的学生，另一组是选修其他课程的学生。本研究结果显示，程式设计选修课程学生的数学解题能力发展与其他选修课程学生无显著差异。我们对这些结果的讨论提供了进一步的见解，以了解计算思维和编程中的问题解决如何与数学问题解决相一致。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.