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Elementary math to close the digital skills gap

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Standard

Elementary math to close the digital skills gap. / Niemelä, Pia; Valmari, Antti.

CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education. Vol. 2 SCITEPRESS, 2018. p. 154-165.

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

Harvard

Niemelä, P & Valmari, A 2018, Elementary math to close the digital skills gap. in CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education. vol. 2, SCITEPRESS, pp. 154-165, INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION, 1/01/00. https://doi.org/10.5220/0006800201540165

APA

Niemelä, P., & Valmari, A. (2018). Elementary math to close the digital skills gap. In CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education (Vol. 2, pp. 154-165). SCITEPRESS. https://doi.org/10.5220/0006800201540165

Vancouver

Niemelä P, Valmari A. Elementary math to close the digital skills gap. In CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education. Vol. 2. SCITEPRESS. 2018. p. 154-165 https://doi.org/10.5220/0006800201540165

Author

Niemelä, Pia ; Valmari, Antti. / Elementary math to close the digital skills gap. CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education. Vol. 2 SCITEPRESS, 2018. pp. 154-165

Bibtex - Download

@inproceedings{d76fde48fc7e409095ee1bfcc918b801,
title = "Elementary math to close the digital skills gap",
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",
author = "Pia Niemel{\"a} and Antti Valmari",
note = "EXT={"}Valmari, Antti{"}",
year = "2018",
doi = "10.5220/0006800201540165",
language = "English",
volume = "2",
pages = "154--165",
booktitle = "CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education",
publisher = "SCITEPRESS",

}

RIS (suitable for import to EndNote) - Download

TY - GEN

T1 - Elementary math to close the digital skills gap

AU - Niemelä, Pia

AU - Valmari, Antti

N1 - EXT="Valmari, Antti"

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

KW - Computing in math syllabus

KW - Continuous vs. discrete math

KW - Digital skills gap

KW - Effectiveness of education

KW - K-12 computer science education

KW - Professional development of software professionals

U2 - 10.5220/0006800201540165

DO - 10.5220/0006800201540165

M3 - Conference contribution

VL - 2

SP - 154

EP - 165

BT - CSEDU 2018 - Proceedings of the 10th International Conference on Computer Supported Education

PB - SCITEPRESS

ER -