Enhancing Linear Algebra Learning through Computational Thinking: A Project-Based Approach
DOI:
https://doi.org/10.55420/2693.9193.v13.n2.129Keywords:
computational thinking, education, mathematics, algorithm, coding, abstraction, decomposition, debugging, pattern recognitionAbstract
This article discusses the integration of computational thinking concepts, including algorithm, coding, abstraction, decomposition, debugging, and pattern recognition, into a Linear Algebra course in a community college in the fall of 2022. Through the implementation of project-based learning (PBL), we aimed to enhance students' understanding of linear algebra topics while familiarizing them with essential computational thinking concepts. A pre-and post-survey assessed the students' familiarity with the concepts. The results indicated a significant improvement in the students' understanding of computational thinking concepts and their application in linear algebra.
Metrics
References
Angeli, C., & Giannakos, M. N. (2016). Computational thinking education: problems and perspectives. International Journal of Child-Computer Interaction, 5, 1-9.
Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48-54.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3-4), 369-398.
Gadanidis, G., Hughes, J. M., & Minniti, L. (2015). Coding as a Trojan horse for mathematics education reform. Journal of Computers in Mathematics and Science Teaching, 34(2), 155-173.
Grover, S., & Pea, R. (2013). Computational Thinking in K–12: A Review of the State of the Field. Educational Researcher, 42(1), 38-43.
Kalelio?lu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic Journal of Modern Computing, 4(3), 583-596.
Kazimoglu, C., Kiernan, M., Bacon, L., & MacKinnon, L. (2012). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9, 522-531.
Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., ... & Werner, L. (2011). Computational thinking for youth in practice. ACM Inroads, 2(1), 32-37.
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61.
Papert, S. (1996). An exploration in the space of mathematics educations. International Journal of Computers for Mathematical Learning, 1(1), 95-123.
Sentance, S., & Csizmadia, A. (2017). Computing in the curriculum: Challenges and strategies from a teacher's perspective. Education and Information Technologies, 22(2), 469-495.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25(1), 127-147.
Weintrop, D., & Wilensky, U. (2015). To block or not to block, that is the question: students' perceptions of blocks-based programming. Proceedings of the 14th International Conference on Interaction Design and Children, IDC '15, 199-208.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational thinking for teacher education. Communications of the ACM, 59(8), 55-62.
Yadav, A., Mayfield, C., Zhou, N., Hambrusch, S., & Korb, J. T. (2014). Computational thinking in elementary and secondary teacher education. ACM Transactions on Computing Education (TOCE), 14(1), 1-16.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Tanvir Prince
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Open Access Policy Statement
HETS Online Journal has adopted an open access policy and provides immediate access to its content free of charge to the reader. The journal does not pass on the cost of publication or submission of manuscripts, known as an Article Processing Charge (APC), to authors.
HOJ is licensed under CC-BY-NC-SA.
