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Elementary math to close the digital skills gap

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Details

Original languageEnglish
Title of host publicationCSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education
PublisherSCITEPRESS
Pages154-165
Number of pages12
Volume2
ISBN (Electronic)9789897582912
DOIs
Publication statusPublished - 2018
Publication typeA4 Article in a conference publication
EventINTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION -
Duration: 1 Jan 1900 → …

Conference

ConferenceINTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION
Period1/01/00 → …

Abstract

All-encompassing digitalization and the digital skills gap pressure the current school system to change. Accordingly, to 'digi-jump', the Finnish National Curriculum 2014 (FNC-2014) adds programming to K-12 math. However, we claim that the anticipated addition remains too vague and subtle. Instead, we should take into account education recommendations set by computer science organizations, such as ACM, and define clear learning targets for programming. Correspondingly, the whole math syllabus should be critically viewed in the light of these changes and the feedback collected from SW professionals and educators. These findings reveal an imbalance between supply and demand, i.e., what is over-taught versus under-taught, from the point of view of professional requirements. Critics claim an 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, logic; in summary - discrete mathematics.

Keywords

  • Computing in math syllabus, Continuous vs. discrete math, Digital skills gap, Effectiveness of education, K-12 computer science education, Professional development of software professionals

Publication forum classification

Field of science, Statistics Finland