Teaching Programming to Junior High and High School Students to Improve Mathematical Ability and Self-Efficacy

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Wright, G., Rich, P. & Leatham, K. (2009). Teaching Programming to Junior High and High School Students to Improve Mathematical Ability and Self-Efficacy. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 782-788). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32552.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
Vancouver, Canada
October 26, 2009
ISBN 1-880094-76-2
  Theo Bastiaens, Jon Dron & Cindy Xin
AACE

More Information on ELEARN
Table of Contents

Authors

Geoff Wright, Brigham Young University, College of Engineering, United States; Peter Rich, Brigham Young University, College of Education, United States; Keith Leatham, Brigham Young University, College of Mathematics, United States

Abstract

As a result of low scores on recent international assessments, the No Child Left Behind (NCLB) legislation and other globalization and economic factors, many schools are eliminating or reducing elective type courses. The rationale is that replacing time that is allocated to "non-essential" subjects for core subjects, such as math and language arts, will better position students in the global market. However, there is evidence that systematically pairing a core subject with another, complementary subject, may lead to greater overall learning in both subjects. In this paper, we analyze two subject area pairs—first & second language, and math & computer programming—to demonstrate in what ways two subjects might complement each other. We then analyze the relationships between these pairs to better understand the principles and conditions that encourage what we call convergent cognition, the synergistic effect that occurs when a learner studies two complementary subjects.

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