scholarly journals Introductory Computer Programming Courses in Mathematics Curriculum

2020 ◽  
Vol 18 (1) ◽  
pp. 19-30
Author(s):  
Leslie Jones ◽  
Tim Smith
Keyword(s):  
Computer Programming ◽  
Mathematics Curriculum ◽  
Introductory Computer Programming ◽  
Programming Courses

Using Computers to Reinforce and Enrich the Mathematics Curriculum

1984 ◽  
Vol 77 (6) ◽  
pp. 456-459
Author(s):  
Gerald H. Elgarten
Keyword(s):  
Secondary Schools ◽  
Computer Programming ◽  
Mathematics Curriculum ◽  
Basic Skill ◽  
Mathematics Courses ◽  
Literacy Course ◽  
Approach To Teaching ◽  
Traditional Mathematics ◽  
Introductory Computer Programming ◽  
Structured Approach

To help us function effectively in a society that relies more and more on computers, a new basic skill is emerging: knowledge of computers. This article presents a structured approach to teaching computer programming in the secondary schools. This approach can be used in an introductory computer programming (literacy) course or as a method to teach computer programming in traditional mathematics courses.

scholarly journals Increasing Student Retention and Satisfaction in IT Introductory Programming Courses using Active Learning

10.28945/3003 ◽  
2006 ◽  
Author(s):  
Keith Whittington
Keyword(s):  
Active Learning ◽  
Student Retention ◽  
National Science Foundation ◽  
Computer Programming ◽  
Teaching Techniques ◽  
Learning Techniques ◽  
National Science ◽  
Introductory Computer Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

The emerging field of Information Technology is one of several fields that require students to leam computer programming. A large proportion of the students were having difficulty getting through the programming sequence and ultimately changed majors or dropped out of college. To deal with this problem, curricular reforms were implemented and active learning techniques were added to the classroom. The outcome of which was increased student retention, grades, and overall satisfaction. As a result of these encouraging results, an NSF CCLI grant was awarded to formally compare teaching techniques and to create active learning activities specifically designed for introductory computer programming courses. This paper discusses the preliminary work and results that led to the grant award and also summarizes the work that is currently underway. This material is based upon work supported by the National Science Foundation under Award No. DUE-0442987.

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