Abstract
In this study, first and second-year high school math textbooks in France, which are actively introducing algorithms and programming as the content area of the mathematics curriculum, were analyzed. We looked at how algorithms and programming were used by areas such as algebra, geometry, and analysis, and analyzed the types of coding languages used and types of tasks. As a result of the analysis, algorithms and programming were used in all content areas in French textbooks, and text-based codes and pseudocodes were mainly used. In addition, it was confirmed that algorithms and programming can be dealt with in mathematical tasks in various forms, such as interpretation/modification/writing of code, execution and problem solving, and reflection. Based on the analysis results, implications for the introduction of algorithms in the mathematics curriculum were presented.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The Korean Society of Educational Studies in Mathematics - School Mathematics
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
