Lateral Transfer: Using Programming to Improve Student Mathematical Comprehension and Ability

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Wright, G., Rich, P. & Leatham, K. (2010). Lateral Transfer: Using Programming to Improve Student Mathematical Comprehension and Ability. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3529-3532). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33922.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
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 Technology, United States; Keith Leatham, brigham Young University, Mathematics Education, United States

Abstract

In an attempt to address shortcomings revealed in international assessments and lamented in legislation, many schools are reducing or eliminating elective courses, applying the rationale that replacing "non-essential" subjects with core subjects, such as mathematics 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 outline the methods and preliminary findings from a study we conducted analyzing the influence learning programming has on student mathematical comprehension and ability. The purpose of this research is to demonstrate in what ways two subjects might complement each other, and to better understand the principles and conditions that encourage what we call lateral transfer, the synergistic effect that occurs when a learner studies two complementary subjects.

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