Connecting Programming to Mathematical Generalization: A Pilot Study of Professional Development and Instructional Materials
Connecting Programming to Mathematical Generalization: A Pilot Study of Professional Development and Instructional Materials
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将编程与数学概括联系起来：专业发展和教学材料的试点研究
DOI：
10.1145/3564746.3587021
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Terwilliger, Mark G.
中科院分区：
文献类型：
--
作者：
Jenkins, Janet T.;Stenger, Cynthia L.;Stovall, Jessica E.;Beesley, Andrea D.;Jackson, Jay L.;Terwilliger, Mark G.
向K-12年级的学生介绍计算机编程概念，为大学水平的编程课程做准备和激励是很重要的。此外，概括和抽象是计算机科学和其他STEM专业所需要的技能。通过计算机编程教授数学推理的协作伙伴关系（CPR2）教学模型（IM）的开发是为了使用Python编程作为数学泛化和抽象的明确教学的工具。为了探索数学概念，向学生介绍编程。他们编写嵌入数学通用表达式的代码，在程序执行过程中大规模观察这些表达式的行为，对新出现的模式进行猜测，并编写令人信服的论据来支持这些猜测。在2020年为期两周的暑期学院期间，中学数学教师使用CPR2教学模式参与了专业发展。教师们首先介绍了编程，然后展示了如何将这种教学模式应用于数学概念，同时在此过程中讲解计算机科学和数学标准。在接下来的秋季和春季，经过cpr2培训的教师在自己的课堂上使用Python编程来探索数学概念。在本文中，详细介绍了教学模式、用于完善专业发展课程的协作设计研究过程、经验丰富的教师导师在支持新参与者方面的关键作用，以及将编程纳入教师的数学课堂。设计会议的结果和试点实施也进行了讨论。
It is important to introduce computer programming concepts to K-12 students in preparation and motivation for college-level programming courses. Furthermore, generalization and abstraction are skills needed in computer science and other STEM majors. The Collaborative Partnership to teach mathematical Reasoning through Computer PRogramming (CPR2) Instructional Model (IM) was developed to use Python programming as a vehicle for explicit instruction in mathematical generalization and abstraction. Students are introduced to programming for the purpose of exploring mathematical concepts. They write code embedded with mathematical general expressions, observe the behavior of those expressions at scale in the execution of their programs, make conjectures about emerging patterns, and write convincing arguments to support these conjectures. During a two-week summer institute in 2020, middle school math teachers participated in professional development using the CPR2 instructional model. Teachers were provided with an introduction to programming and then shown how to apply the instructional model to math concepts while addressing computer science and math standards in the process. During the following fall and spring, the CPR2-trained teachers piloted lessons using Python programming to explore math concepts in their own classrooms. In this paper, details about the instructional model, the collaborative design research process used to refine professional development sessions, the key role of experienced teacher mentors in supporting new participants, and the incorporation of programming into the teachers' math classrooms are detailed. The results of design sessions and the pilot implementation are also discussed.
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发表时间：
2002
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作者：
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发表时间：
2014
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DOI：
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发表时间：
1996
期刊：
影响因子：
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作者：
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