Computational Modelling in Mathematics and Science Education (Summarize assignment

Gadanidis, G., & Cummings, J. (2018). Integrated Mathematics + Computer Studies – Gr. 10. Mathematics Knowledge Network White Paper, 1-4.

Helps facilitate students ability to display their full range of academic and social ability

Promotes the collaboration of peers

Students can observe the real-world/ practical application of in-class mathematic learning

Teaches students indepenent learning from the teachers instruction

Shows that stories, a useful teaching strategy, can be used even in math

diSessa, A.A. (2018) Computational Literacy and “The Big Picture” Concerning Computers in Mathematics Education, Mathematical Thinking and Learning, 20:1, 3-31,

Using computers for learning in STEM

Develop computation as a form of literacy

Discusses coding as a social movement

Becoming a main stream/ everyday reality

Can be engaging for many students when compared to pencil and protractor

How to best implement computer learning for mathematics

Students learn as they go; do not front load programming coursework

Long-term tragectory/ Big Picture

Promotes analytical framework on decisions regarding best practices in education

Papert, S. (1980). Turtle geometry: A mathematics made for learning. In Mindstorms: Children, computers and powerful ideas (pp. 55-93). New York: Basic Books.

Pen, paper and protractor

Comparable to Contemporary Scratch

Still useful today because it is a low cost alternative to computers

Promotes 'debugging'/ fixing math proble,

Students learn from mistakes rather thn focus on failure

Cements learning because it is independent and meaningful

Promotes 'body syntonicity'

Timeless teaching method

Helps students relate math concepts to real-life

'How would you move your body through space'

Sphero

Helps practicaly apply in-class learning

Integrated STEM

Physics labs

Math labs

Motion of objects/ Kinematics

Shows students how geometry theory interacts with the real world

Introduces to students of accelerometers and gyroscopes

Gadanidis, G. (2017). Five Affordances of Computational Thinking to support Elementary Mathematics Education. Journal of Computers in Mathematics and Science Teaching, 36(2), 143-151.

Low floor, high ceiling activity

Tailored Learning

Students design their own learning experiences

Promotes independent learning

Promotes differentiated learning

Promotes computational thinking across emerging areas of study

Can help shift students perception of math

Provides students with context for math theory

Facilitates a deeper understanding and ability to recall math content

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.

Develops problem solving & critical thinking skills

Across multitude of educational disciplines and learning levels

Demonstrates the ubiquity of computational thinking

Prepares professional and academic minds for the future

Smith, C. P., & Neumann, M. D. (2014). Scratch it out! Enhancing geometrical understanding. Teaching Children Mathematics, 21(3), 185–188. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98910632&lang=es&site=ehost-li

Scratch Program benefits

Teaches students pseudocoding skills through geometric art

Helps students conceptualize math theory in a real-world practical sense

Visualize math problems

Either students can learn from their mistakes, or can apply math concepts to achieve goals in the program

Encourages fixing bugs rather than focusing on wrong answers

Makes learning math fun, even for students that would not traditionally think so

Allows for personality and design

Engaging Activity

Creative Outlet