Programming as Language and Manipulative for Second-Grade Mathematics
Programming as Language and Manipulative for Second-Grade Mathematics
复制标题
编程作为二年级数学的语言和操作
DOI：
10.1007/s40751-020-00083-3
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Coleman, Kate
中科院分区：
文献类型：
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作者：
Goldenberg, E. Paul;Carter, Cynthia J.;Mark, June;Reed, Kristen;Spencer, Deborah;Coleman, Kate
这篇文章探讨了二年级学生如何通过编程学习数学。我们的出发点是，一门设计得当的编程语言可以作为儿童表达和实验数学思想和过程的语言，从而通过适当的任务和教学，学习和享受数学。这与使用计算机作为教学应用程序或用于探索的数字媒体非常不同。孩子们解决了真正的难题——他们没有预先学习解决方案的问题。到目前为止，我们已经为二年级学生建造了四个微世界，并在300多名不同人群的孩子身上进行了测试。微世界专注于最关键的二年级数学内容（正如国家标准所规定的），让孩子们在“明显”的环境中学习所有关键的编程思想（保持对数学的关注），并抑制所有其他干扰，以最大限度地减少教师或学生使用微世界的开销。因为孩子们看到了他们所表达的行为的结果（在计算机语言中，Snap!），他们可以自己评估他们的方法和解决方案。反馈纯粹是结果，而不是来自电脑的快乐或悲伤的声音。值得注意的是，几乎所有的孩子都表现出了强烈的参与度，有些孩子甚至在数学时间之外选择了微观世界。老师们也自发地报告了这一点，特别提到了他们发现很难参与常规课程的孩子。我们本着分享思想和促进更多研究的精神报告我们的实验和观察结果。
This article reports on an exploration of how second-graders can learn mathematics through programming. We started from the theory that a suitably designed programming language can serve children as a language for expressing and experimenting with mathematical ideas and processes in order to do mathematics and thereby, with appropriate tasks and teaching, learn and enjoy the subject. This is very different from using the computer as a teaching app or a digital medium for exploration. Children tackled genuine puzzles – problems for which they did not already have a pre-learned solution. So far, we have built four microworlds for second-graders and tested them with a diverse population of well over three hundred children. The microworlds focus on the most critical second-grade mathematical content (as mandated in state standards), let children pick up all key programming ideas in contexts that make them ‘obvious’ (to maintain focus on the mathematics) and suppress all other distractions to minimize overhead for teachers or students using the microworlds. Because children see the results of the actions they articulate (in the computer language, Snap!), they can evaluate their methods and solutions themselves. The feedback is purely the outcome, not happy or sad sounds from the computer. Notably, nearly all children showed intense engagement, some choosing microworlds even outside of mathematics time. Teachers spontaneously reported this as well, with special mention of children whom they found hard to engage in regular lessons. We report our experiments and observations in the spirit of sharing the ideas and promoting more research.
通过编程学习数学的设计：学生参与位置价值的案例研究
DOI：
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发表时间：
2018
期刊：
Int. J. Child Comput. Interact.
影响因子：
--
作者：
L. Benton;Piers Saunders;I. Kalas;C. Hoyles;R. Noss
通讯作者：
R. Noss
物理和虚拟操作：什么是“具体”？
DOI：
--
发表时间：
2016
期刊：
影响因子：
--
作者：
J. Sarama;D. Clements
通讯作者：
D. Clements
影响因子：
4
作者：
Schulz, Laura E.;Bonawitz, Elizabeth Baraff
通讯作者：
Bonawitz, Elizabeth Baraff