Integrating programming in school math education: a case study about pedagogical knowledge development

There has been an increasing conversation worldwide about the inclusion of “computational thinking” as an essential competency of the 21st century. This has led to the recent integration of programming in school education in many countries and jurisdictions, for example, in the school math curricula in Norway and Ontario. This study addresses a pressing need for research on teacher training in response to this new demand on teachers. It is a case study at a Canadian university in Ontario where future math teachers first learn to use programming as a meaningful tool for mathematics, and then transition to reflect on their learning experience and the support received in view of their future teaching careers. This study utilises future teachers’ course work as data and will welcome a Norwegian PhD student intern so as to take part in the data analysis as it aims to explore future math teachers’ development of pedagogical knowledge. This study is part of an extended research project (ongoing since 2017) focused on the learning and teaching of using programming as a tool in university mathematics education.

Faculty Supervisor:

Chantal Buteau

Student:

Partner:

University of Agder

Discipline:

Mathematics

Sector:

Education; Technology

University:

Brock University

Program: