id: 06597636
dt: j
an: 2016d.00004
au: Snapp, Robert R.; Neumann, Maureen D.
ti: An amazing algorithm.
so: Math. Teach. Middle Sch. 20, No. 9, 540-547 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: A20 K30
ut: puzzles; mazes; graphs; Trémaux’s algorithm; discrete mathematics
ci:
li: http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2015/Vol20/Issue9/An-Amazing-Algorithm/
ab: Summary: The rapid growth of digital technology, including the worldwide
adoption of mobile and embedded computers, places new demands on
K‒grade 12 educators and their students. Young people should have an
opportunity to learn the technical knowledge of computer science (e.g.,
computer programming, mathematical logic, and discrete mathematics) in
order to participate in the growing digital economy. The Bureau of
Labor Statistics projects that by 2020, 62 percent of new jobs in the
STEM occupations will require computer science knowledge. Many
accessible programming languages engage young students in computer
programming experiences. However, there is a growing consensus among
computer scientists that learning to code should be combined with
instruction in computational thinking, which is defined as the logical
basis of computer science that includes abstract structures,
algorithmic processes, Boolean logic, and discrete mathematics. This
article explores several classroom activities that introduce middle
school students to computational thinking using mazes and related
mathematical puzzles that are reducible to graphical representations
and are solved through algorithmic processes. (ERIC)
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