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.

The Benefits of Computer Programming in Developing Algorithmic Thinking

1985 ◽  
Vol 78 (2) ◽  
pp. 128-130
Author(s):  
Rita L. Petosa
Keyword(s):  
Computer Literacy ◽  
Computer Programming ◽  
Mathematics Curriculum ◽  
Literacy Course ◽  
Algorithmic Thinking

Our school has not adopted a computer literacy course. Instead, we have opted to direct students’ interest in computers toward the study of mathematics. That is, we have infused an ongoing component of instruction in computer programming into our mathematics curriculum with interesting results.

scholarly journals New Approach to Teaching Computer Programming to Freshmen

10.29007/sl43 ◽  
2020 ◽  
Author(s):  
Jacob Sukhodolsky
Keyword(s):  
Computer Programming ◽  
Large Degree ◽  
Science Students ◽  
New Approach ◽  
Grading Policy ◽  
Administrative Punishment ◽  
Course Material ◽  
Approach To Teaching ◽  
Introductory Computer Programming ◽  
Complicated Task

Freshmen who take an introductory computer programming course often ask their classmates for help. In some cases, they even copy each other’s programs. That is being considered as cheating. The problem of cheating in Computer Science students’ homework assignments so far has been handled mainly through administrative punishment of the cheaters. The success of such an approach depends to a large degree on the ability of the instructor to recognize the fact of cheating, which is a complicated task. With a large number of students taking the course, identifying the cheaters sometimes requires considerable time. The author of this paper suggests a way of solving the cheating problem by encouraging students’ cooperation rather than trying to fight it. He also suggests the way of changing the course grading policy emphasizes the importance of regular checking the students’ understanding of the course material.

ДІАЛОГІЧНИЙ ПІДХІД ДО ОРГАНІЗАЦІЇ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

2012 ◽  
Vol 33 ◽  
Author(s):  
В. В. Морозов
Keyword(s):  
Secondary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Approach To Teaching

В статті розглядається діалогічний підхід до організації навчально-виховного процесу та його використання у практиці навчання середньої та вищої шкіл.Ключові слова: діалог, діалогічне навчання.The article deals with the diaglogical approach to teaching and learning process and its application at secondary schools and universities.Key words: dialogue, dialogical training.

Principles of a Casual Serious Game to Support Introductory Programming Learning in Higher Education

2017 ◽  
pp. 53-78
Author(s):  
Adilson Vahldick ◽  
Maria J. Marcelino ◽  
António J. Mendes
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Computer Programming ◽  
Fast Learning ◽  
Casual Games ◽  
Game Features ◽  
Interesting Approach ◽  
Programming Skills ◽  
Introductory Classes ◽  
Introductory Computer Programming

Casual games are characterized for their fast learning curve. Casual games tasks usually are short and have increasing difficulty. This seems an interesting approach to learn and practice introductory computer programming concepts for students that face difficulties. Many of serious games intended to support computer programming learning are commercial and aimed at children. Also only a few of those described in the literature are available to teachers. This chapter describes the development of a new game that aims to support introductory computer programming learning and its pilot study with three undergraduate introductory classes. The chapter proposes a set of design principles that might be useful in the development of casual games to support computer programming learning. These principles resulted from the experiment and include game features that were considered important to engage students and to improve some students' computer programming skills.

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