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Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin

Artigo2022

Ami Mamolo; Diane Tepylo; Robyn Ruttenberg-Rozen; Sheree Rodney

Metadados apenas Página oficial: Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin (abre em nova aba)

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Resumo

The integration of coding in K-12 mathematics education is occurring throughout jurisdictions around the world. Best practices for applying coding practices in teaching mathematics are gaining research attention, and teacher education programmes are increasingly offering professional development to support this initiative. This paper discusses strategies and lessons learned over a 5-year period of developing and offering mandatory coding education as part of mathematics teacher preparation. We identify some of the requisite knowledge and experiences needed in order to overcome coding anxiety and begin to adopt coding as part of mathematics teaching practice. In particular, we discuss a distinction between learning coding through mathematics and learning mathematics through coding.

Dados da obra

Tipo
Artigo
Periódico
Canadian Journal of Science
Ano
2022
Idioma
en
Palavras-chave
Mathematics Instruction; Coding; Interdisciplinary Approach; Mathematics Education; Elementary Secondary Education; Educational Strategies; Teacher Education; Teaching Methods; Mathematics Teachers; Anxiety; Adoption (Ideas)
Temas
Formação de Professores de Matemática, Práticas Pedagógicas
ISSN
1492-6156
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MAMOLO, Ami et al.. Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin. Canadian Journal of Science, 2022. Disponível em: http://dx.doi.org/10.1007/s42330-022-00254-x. Acesso em: 5 nov. 2026.

APA

Mamolo, A., Tepylo, D., Ruttenberg-Rozen, R., & Rodney, S. (2022). Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin. Canadian Journal of Science. http://dx.doi.org/10.1007/s42330-022-00254-x

BibTeX
@article{mamolo2022,
  author = {Mamolo, Ami and Tepylo, Diane and Ruttenberg-Rozen, Robyn and Rodney, Sheree},
  title = {Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin},
  year = {2022},
  journal = {Canadian Journal of Science},
  url = {http://dx.doi.org/10.1007/s42330-022-00254-x},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mamolo, Ami
AU  - Tepylo, Diane
AU  - Ruttenberg-Rozen, Robyn
AU  - Rodney, Sheree
TI  - Learning Math through Coding and Learning Coding through Math: Two Sides of the Same Coin
PY  - 2022
JO  - Canadian Journal of Science
UR  - http://dx.doi.org/10.1007/s42330-022-00254-x
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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