Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving
David P. Ely · OhioLink ETD Center (Ohio Library and Information Network) · 2016
Responding to the call of the Association for Computing Machinery (ACM) and the CS/10K Project for the development of models to train K -12 Computer Science teachers, this study examined the effectiveness of a 3-week intensive summer workshop to prepare secondary mathematics teachers to integrate computer programming into mathematical problem solving.The workshop, using the C programming language, was built off of pedagogical principles that emphasized hands-on primary learning, a wellcrafted sequential set of learning tasks, applications from mathematics, extensive group work, minimal lecturing, numerous discussions, and a focus on problem solving and logic instead of syntax, Specifically, the study examined if the workshop could effectively prepare and motivate secondary mathematics teachers to integrate computer programming into the study of classical probability problem solving.The teacher participants were measured on 1) their ability to solve probability problems with and without computer programming, 2) their self-efficacy to teach programming and probability, and 3) their change in motivation levels to integrate computer programming into their teaching of mathematics.Mathematics teachers from grades 7 -14 were the target audience for this workshop as they were deemed the most likely teachers to benefit from incorporating iii computer programming into the classroom.In order to connect with these teachers, classic probability was the chosen mathematical discipline for exploring computer programming.Probability is now taught at grades 6 and beyond in mathematics classrooms, yet many teachers are uncomfortable with the subject.Experimental probability through programming models and simulations offers an alternate route to the traditional, and sometimes unattainable, theoretical probability models.Using measurement tools of probability tests, surveys, and journal submissions, the study concluded that the workshop had 1) a significantly positive impact on improving the teacher's performance of classical probability problems, 2) a significant increase in teachers' comfort levels in using programming for probability problem solving, and 3) a significant increase in comfort and motivation to incorporate programming teaching.A follow-up on one of the teachers found he had successfully implemented portions of the workshop curriculum in a middle school class just two months after completing the workshop.iv Dedication For my mother Jeanette, whose endless support has made all of the difference v Acknowledgments I wish to thank my advisor Dr. Patricia Brosnan for guiding me through the long and arduous Ph.D. process and for believing in my ideas and supporting my convictions.