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Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context

Artigo2026

Sara Chellali

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Resumo

This study examines self-reported programming difficulties among 247 pre-service mathematics teachers in Algeria. By using a context-adapted Arabic questionnaire, the paper found that difficulties were better described as conceptual and application/debugging-related patterns. Debugging, theory-to-practice transfer, and coding frustration were the main challenges. The findings point to guided practice, explicit debugging support, mathematics-linked tasks, and differentiated support. The study contributes to teacher education and programming education research by highlighting how programming difficulties in non-specialist mathematics teacher education are shaped more by application and debugging challenges than by conceptual understanding alone.

Dados da obra

Tipo
Artigo
Periódico
Acta Paedagogica Vilnensia, v. 56
Editora
Vilnius University Press
Ano
2026
Idioma
en
Palavras-chave
Programming education; mathematics teacher education; learning difficulties; motivational orientation; nstructional design; Algeria
Temas
Formação de Professores de Matemática, Pensamento Computacional
DOI
10.15388/actpaed.2026.56.10
ISSN
1392-5016, 1648-665X
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CHELLALI, Sara. Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context. Acta Paedagogica Vilnensia, v. 56, 2026. DOI: https://doi.org/10.15388/actpaed.2026.56.10.

APA

Chellali, S. (2026). Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context. Acta Paedagogica Vilnensia, 56. https://doi.org/10.15388/actpaed.2026.56.10

BibTeX
@article{chellali2026,
  author = {Chellali, Sara},
  title = {Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context},
  year = {2026},
  journal = {Acta Paedagogica Vilnensia},
  volume = {56},
  publisher = {Vilnius University Press},
  doi = {10.15388/actpaed.2026.56.10},
  language = {en}
}
RIS
TY  - JOUR
AU  - Chellali, Sara
TI  - Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context
PY  - 2026
JO  - Acta Paedagogica Vilnensia
VL  - 56
DO  - 10.15388/actpaed.2026.56.10
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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