Undergraduates’ perception of CT for/in math

WHAT

  • A study to examine future teachers’ perception of computational thinking for/in mathematics (learning) as they progress through programming-based mathematics activities as part of their required course work.

WHO

Collaborator

  • Eric Muller, Brock University

WHEN

  • 2016-2018

WHERE

  • The project will include Brock’s future mathematics teacher participants enrolled in each of the three (1st, 2nd, and 3rd-year respectively) programming-based math courses named MICA I-II-III, and in UOIT’s B.Ed. program, which includes two (5th -year) content-based courses on mathematical reasoning and coding & communication. In both cases, the programming-based activities occur in courses which supplement the pedagogical methods preparatory courses offered in teacher education.

OUTCOMES

  • Completed data collection:
    • Brock University: April 2017
    • UOIT: November 2016
  • Framed a (university) student’s engagement in CT practices as proposed by Weintrop et al. (2016) as a legitimate peripheral participation, i.e., whereby students are invited to become mathematicians through engaging in their shared practices.
  • Exemplified each of the four types of CT practices (Weintrop et al., 2016) with concrete university student tasks and Canadian research mathematicians work.

DISSEMINATION

  • Monaghan, M., & Buteau, C. (2017). My Engagement with and Views on Computational Thinking as a Mathematics (MICA) Co-op Honours Student. Poster presentation at the Math Gallery, Canadian Mathematics Education Study Group 2017, McGill University (Canada), June 2017.
  • Buteau, C. & Muller, E. (2017). Coding + Math at University: Just like Mathematicians do it! In Math+Code’Zine, 2 (3), May 2017.
  • Buteau, , Gadanidis, G., Lovric, M., & Muller, E. (2017). Computational Thinking and Mathematics Curricula / La pensée computationnelle et le programme de mathématiques. In Proceedings of the Canadian Mathematics Education Study Group (CMESG) 2017, Kingston (Canada), June 2016, 119-135.