Convergent Cognition: Improving Mathematical Self-Efficacy and Understanding by Teaching Programming

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Wright, G., Rich, P. & Leatham, K. (2009). Convergent Cognition: Improving Mathematical Self-Efficacy and Understanding by Teaching Programming. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3625-3628). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31214.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

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

Abstract

Mathematics is a core element of a student’s education. The Cold-War era “space race” pushed engineering awareness, mathematical, and scientific ability to the fore of our educational system. And yet, the United States exited the 20th century in a quandary over the status of its educational progress. An international Trends in Mathematics and Science Study in 1995 revealed that the U.S. fell behind its industrialized counterparts in advancing mathematical and scientific skills as students progressed in their educational careers. The purpose of this research is to examine the effect learning computer programming has on junior and high school students’ mathematical ability and self-efficacy. We believe a student’s ability, motivation, and confidence to learn mathematics is enhanced by learning to program.

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