| Title: |
A Clash of Epistemic Tools: Computer Programming and Paper-and-Pencil in Secondary School Mathematics Problem Solving |
| Language: |
English |
| Authors: |
Wendy Huang; Chee-Kit Looi; Misong Kim |
| Source: |
International Journal of Science and Mathematics Education. 2025 23(5):1259-1282. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Epistemology; Computer Uses in Education; Programming; Secondary School Mathematics; Secondary School Students; Mathematics Skills; Problem Solving; Computation; Thinking Skills; Word Problems (Mathematics) |
| DOI: |
10.1007/s10763-024-10512-z |
| ISSN: |
1571-0068; 1573-1774 |
| Abstract: |
Much attention has been paid to computational thinking (CT) as a problem-solving approach across various curricula, particularly in mathematics. Most studies solely used a digital instrument or examined transfer of program solving ability, neglecting the mathematics knowledge domain or how the novel digital instrument functions alongside the dominant paper-and-pencil instrument in a classroom. Using Instrument-Mediated Activity Theory, our qualitative case study compares how secondary level students appropriated computer programming (as a means of using CT) and paper-and-pencil instruments to solve mathematics textbook word problems, via the analysis of three cases. Our results show that each instrument privileged certain ways of thinking that, by extension, de-emphasized others. The finding implies that teachers seeking to introduce computational concepts should be aware of an epistemic clash arising from the long-term use of paper-and-pencil for solving mathematics problems. We suggest that a more effective way to bring CT into secondary level mathematics is to introduce new types of problems or tasks that are less likely to interfere with the dominant instrument. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1472159 |
| Database: |
ERIC |