Bridging Primary Programming and Mathematics: Some Findings of Design Research in England
Bridging Primary Programming and Mathematics: Some Findings of Design Research in England
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连接小学编程和数学：英国设计研究的一些发现
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
R. Noss
中科院分区：
文献类型：
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作者：
L. Benton;C. Hoyles;I. Kalas;R. Noss
在本文中，我们提出的背景，目标和方法的SoccchMaths（SM）项目，该项目设计了课程材料和专业发展（PD），以支持数学学习，通过编程为9至11岁的学生。该项目的框架是由计算在英国教育体系中的特殊背景以及编程和数学研究和开发的悠久历史构成的。在本文中，我们提出了一个“行动框架”（diSessa和Cobb，学习科学杂志，13，77-103，2004）设计研究，希望开发一个基于证据的课程干预周围精心挑选的数学和计算概念。作为梳理成功实施的因素并解决我们的设计意图和教师交付之间的任何差距的第一步，我们专注于SM课程中的两个关键基础概念：算法和360°全转向的概念。我们发现，我们的干预作为一个整体，使不同背景和信心水平的教师量身定制SM的交付方式，可以使这些具有挑战性的概念更容易为自己和学生。
In this paper we present the background, aims and methodology of the ScratchMaths (SM) project, which has designed curriculum materials and professional development (PD) to support mathematical learning through programming for pupils aged between 9 and 11 years. The project was framed by the particular context of computing in the English education system alongside the long history of research and development in programming and mathematics. In this paper, we present a “framework for action” (diSessa and Cobb, Journal of the Learning Sciences, 13, 77–103, 2004) following design research that looked to develop an evidence-based curriculum intervention around carefully chosen mathematical and computational concepts. As a first step in teasing out factors for successful implementation and addressing any gap between our design intentions and teacher delivery, we focus on two key foundational concepts within the SM curriculum: the concept of algorithm and of 360° total turn. We found that our intervention as a whole enabled teachers with different backgrounds and levels of confidence to tailor the delivery of the SM in ways that can make these challenging concepts more accessible for both themselves and their pupils.
儿童早期的计算机教育：呼吁辩论
影响因子：
6.6
作者：
Manches A
通讯作者：
Manches A