{"title":"Do Optional Programming Courses Affect Eighth-Grade Students’ Mathematical Problem Solving?","authors":"Kim André Stavenæs Refvik, Hilde Opsal","doi":"10.1080/07380569.2023.2175634","DOIUrl":null,"url":null,"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.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2023.2175634","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
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