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Dissertation_Embedded_David_Ely_Nov8.pdf (2.79 MB)
ETD Abstract Container
Abstract Header
Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving
Author Info
Ely, David P
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353
Abstract Details
Year and Degree
2016, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Abstract
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 well crafted 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 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.
Committee
Patricia Brosnan (Advisor)
Christopher Stewart (Committee Member)
Lin Ding (Committee Member)
Pages
260 p.
Subject Headings
Mathematics Education
Keywords
teacher preparation
;
computer programming
;
curriculum design
;
mathematics education
;
computer science education
;
probability education
;
Monte Carlo modeling
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Citations
Ely, D. P. (2016).
Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving
[Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353
APA Style (7th edition)
Ely, David.
Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving.
2016. Ohio State University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353.
MLA Style (8th edition)
Ely, David. "Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353
Chicago Manual of Style (17th edition)
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Document number:
osu1478266333504353
Download Count:
968
Copyright Info
© 2016, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.