用榆树向K-8学生介绍代数思维

CoRR Pub Date : 2018-05-11 DOI:10.4204/EPTCS.270.2
Curtis D'Alves, Tanya Bouman, Christopher W. Schankula, J. Hogg, Levin Noronha, Emily Horsman, R. Siddiqui, Christopher Kumar Anand
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引用次数: 5

摘要

近年来,为K-8学生开发计算机科学课程的兴趣越来越大。然而,在许多领域,创建和部署计算机科学课程存在重大障碍,包括教师时间和其他21世纪技能的优先级。在麦克马斯特大学,我们开展了一般的计算机素养活动和特定的编程活动。这些活动的整合很容易,因为它们都支持现有的课程目标。在本文中,我们主要使用函数式语言Elm和图形库GraphicSVG进行编程。Elm属于ML(元语言)家族,具有简洁的语法和易于包含的领域特定语言。老师们看到孩子们在第一个小时内就把计算机图形学和数学联系起来了。图形是声明式定义的,支持聚合和转换,即代数。最初不需要变量,但作为节省时间的特性引入变量,它立即被接受。由于变量是声明性的,它们符合学生的期望。高级学生也可以通过编写对用户点击做出反应的程序来接触State。这样做所需的语法紧跟理论概念,使其易于掌握。对于每一个概念,我们都会解释它们如何融入到我们对学生的演讲中,就像2016年教的5200名孩子一样。最后,我们描述了在iPad上基于触摸的Elm编辑器上正在进行的工作,它具有(1)类型高亮显示(而不是语法高亮显示),(2)保存正确的语法和跨转换键入,(3)上下文信息(例如显示GraphicSVG函数的参数名称),以及(4)即时反馈(例如在每次程序更改后重新启动动画)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using Elm to Introduce Algebraic Thinking to K-8 Students
In recent years, there has been increasing interest in developing a Computer Science curriculum for K-8 students. However, there have been significant barriers to creating and deploying a Computer Science curriculum in many areas, including teacher time and the prioritization of other 21st-century skills. At McMaster University, we have developed both general computer literacy activities and specific programming activities. Integration of these activities is made easy as they each support existing curricular goals. In this paper, we focus on programming in the functional language Elm and the graphics library GraphicSVG. Elm is in the ML (Meta Language) family, with a lean syntax and easy inclusion of Domain Specific Languages. This allows children to start experimenting with GraphicSVG as a language for describing shape, and pick up the core Elm language as they grow in sophistication. Teachers see children making connections between computer graphics and mathematics within the first hour. Graphics are defined declaratively, and support aggregation and transformation, i.e., Algebra. Variables are not needed initially, but are introduced as a time-saving feature, which is immediately accepted. Since variables are declarative, they match students' expectations. Advanced students are also exposed to State by making programs that react to user taps or clicks. The syntax required to do so closely follows the theoretical concepts, making it easy for them to grasp. For each of these concepts, we explain how they fit into the presentations we make to students, like the 5200 children taught in 2016. Finally, we describe ongoing work on a touch-based Elm editor for iPad, which features (1) type highlighting (as opposed to syntax highlighting), (2) preservation of correct syntax and typing across transformations, (3) context information (e.g. displaying parameter names for GraphicSVG functions), and (4) immediate feedback (e.g. restarting animations after every program change).
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