University Level Computing and Mathematical Problem-Solving Ability
DAVID CASSELS JOHNSON, R. D. Harding · Journal for Research in Mathematics Education · 1979
Data were analyzed for four three-year classes of Cambridge University (UK) mathematics undergraduate students (1971-73, 1972-74, 1973-75, and 1974-76 with N=193, 213, 224, and 207, respectively). Subjects were classified on the basis of whether or not they had taken a computing course and in terms of the major emphasis, pure or applied, in their elected program of study and corresponding examinations. A regression analysis was used to compare group performance on the Cambridge Mathematical Tripos (mathematical problem solving). Results consistently favored the computing groups. Although there were limitations to restrict the generalizability of the study, it is reasonable to conclude that a formal computing component can be of real benefit, mathematically, for able students.