@article {MATHEDUC.06292492,
author = {Rich, Peter J. and Bly, Neil and Leatham, Keith R.},
title = {Beyond cognitive increase: investigating the influence of computer programming on perception and application of mathematical skills.},
year = {2014},
journal = {Journal of Computers in Mathematics and Science Teaching},
volume = {33},
number = {1},
issn = {0731-9258},
pages = {103-128},
publisher = {Association for the Advancement of Computing in Education (AACE), Waynesville, NC},
abstract = {Summary: This study aimed to provide first-hand accounts of the perceived long-term effects of learning computer programming on a learner's approach to mathematics. These phenomenological accounts, garnered from individual interviews of seven different programmers, illustrate four specific areas of interest: (1) programming provides context for many abstract mathematical concepts; (2) programming illustrates the important distinction between understanding the application of mathematics in a specific situation and the execution, in general, of a known procedure; (3) programming habits helped participants divide complex mathematics problems into more manageable tasks; and (4) the need to use mathematics for more efficient programs decreased participants' apprehension and increased their motivation toward mathematics. In short, computer programming provided participants with context, application, structure and motivation for mathematics.},
msc2010 = {P50xx (C30xx C20xx Q30xx Q20xx M50xx)},
identifier = {2014c.00926},
}