
06292492
j
2014c.00926
Rich, Peter J.
Bly, Neil
Leatham, Keith R.
Beyond cognitive increase: investigating the influence of computer programming on perception and application of mathematical skills.
J. Comput. Math. Sci. Teach. 33, No. 1, 103128 (2014).
2014
Association for the Advancement of Computing in Education (AACE), Waynesville, NC
EN
P50
C30
C20
Q30
Q20
M50
mathematical skills
computer programming
strategies
motivation
Summary: This study aimed to provide firsthand accounts of the perceived longterm 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.