Algorithms and Logic as Programming Primers
Research output: Chapter in Book/Report/Conference proceeding › Chapter › Scientific › peer-review
Details
| Original language | English |
|---|---|
| Title of host publication | Computer Supported Education |
| Subtitle of host publication | 10th International Conference, CSEDU 2018, Revised Selected Papers |
| Publisher | Springer Nature |
| Pages | 357-383 |
| ISBN (Print) | 9783030211509 |
| DOIs | |
| Publication status | Published - Jun 2019 |
| Publication type | A3 Part of a book or another research book |
| Event | International Conference on Computer Supported Education - Funchal, Portugal Duration: 15 Mar 2018 → 17 Mar 2018 |
Publication series
| Name | Communications in Computer and Information Science |
|---|---|
| Volume | 1022 |
| ISSN (Print) | 1865-0929 |
Conference
| Conference | International Conference on Computer Supported Education |
|---|---|
| Country | Portugal |
| City | Funchal |
| Period | 15/03/18 → 17/03/18 |
Abstract
To adapt all-immersive digitalization, the Finnish National Curriculum 2014 (FNC-2014) ‘digi-jumps’ by integrating programming into elementary education. However, applying the change to mathematics teachers’ everyday praxis is hindered by a too high-level specification. To elaborate FNC-2014 into more concrete learning targets, we review the computer science syllabi of countries that are well ahead, as well as the education recommendations set by computer science organizations, such as ACM and IEEE. The whole mathematics syllabus should be critically viewed in the light of these recommendations and feedback collected from software professionals and educators. The feedback reveals an imbalance between supply and demand, i.e., what is over-taught versus under-taught, from the point of the requirements of current working life. The surveyed software engineers criticize the unnecessary surplus of calculus and differential equations, i.e., continuous mathematics. In contrast, the emphasis should shift more towards algorithms and data structures, flexibility in handling multiple data representations, and logic: in short – discrete mathematics. The ground for discrete mathematics should be prepared early enough, started already from primary level and continued consistently throughout the secondary till tertiary education. This paper aims to contribute to the further refinement of the mathematics syllabus by proposing such a discrete mathematics subset that especially supports the needs of computer science education, the focus being on algorithms and data structures, and logic in particular.
Keywords
- Computational thinking, algorithms, logic