Educating Computer Science Educators Online - A Racket MOOC for Elementary Math Teachers of Finland

Tiina Partanen, Pia Niemela, Linda Mannila, Timo Poranen

2017

Abstract

Many countries all over the world are in the process of introducing programming into their K-12 curricula. New Finnish Curriculum includes programming mentioned especially in accordance with mathematics and crafts. Consequently, Finland needs to train teachers to teach programming at elementary school level. In this paper, we describe how elementary math teachers were educated online to teach programming using the Racket programming language. The aim of the course was to increase both content knowledge (CK) and technological pedagogical content knowledge (TPACK). By analyzing the course feedback, questionnaires and exercise data, we present the teachers’ views on the course and effects on their professional development (TPD). Finally, we describe development ideas for future online courses.

References

  1. Alegre, F. and Moreno, J. (2015). Haskell in Middle and High School Mathematics. In TFPIE vol. 1,.
  2. Balanskat, A. and Engelhart, K. (2014). Computing our future: Computer programming and coding-Priorities, school curricula and initiatives across Europe. European Schoolnet.
  3. Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents 5.
  4. Barr, V. and Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? ACM Inroads 2, 48-54.
  5. Bransford, J. D., Brown, A. L. and Cocking, R. R. (2000). How people learn.
  6. Burke, Q. and Burke, Q. (2016). Mind the metaphor: charting the rhetoric about introductory programming in K-12 schools. On the Horizon 24, 210-220.
  7. Dijkstra, E. W. (1982). How do we tell truths that might hurt? In Selected Writings on Computing: A Personal Perspective pp. 129-131. Springer.
  8. English Department for Education (2013). National Curriculum in England Computing programmes of study.
  9. Felleisen, M., Findler, R., Flatt, M. and Krishnamurthi, S. (2014). How to Design Programs, Second Edition. MITPress.
  10. Felleisen, M. and Krishnamurthi, S. (2009). Viewpoint Why computer science doesn't matter. Communications of the ACM 52, 37-40.
  11. Finnish National Board of Education (2014). Finnish National Curriculum 2014.
  12. Flatt, M. and Findler, R. (2012). PLT - The Racket guide 1.
  13. Futschek, G. (2006). Algorithmic thinking: the key for understanding computer science. In International Conference on Informatics in Secondary Schools-Evolution and Perspectives pp. 159-168, Springer.
  14. Gagné, R. M. (1965). The Conditions of Learning. New York: Holt, Rinehart and Winston.
  15. Gray, E. M. and Tall, D. O. (1994). Duality, ambiguity, and flexibility: A proceptual view of simple arithmetic. Journal for research in Mathematics Education , 116- 140.
  16. Gülbahar, Y. and Kalelioglu, F. (2014). The effects of teaching programming via Scratch on problem solving skills: A discussion from learners' perspective. Informatics in Education-An International Journal 13.1, 33-50.
  17. Heintz, F., Mannila, L. and Färnqvist, T. (2016). A Review of Models for Introducing Computational Thinking, Computer Science and Computing in K-12 Education. Frontiers in Education October.
  18. Jarvis, S. and Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. Routledge.
  19. Kennedy, M. (2016). How does professional development improve teaching? Review of Educational Research .
  20. Kiczales, G. (2015). UBCx: SPD1x Systematic Program Design - Part 1 (version 1, summer 2015).
  21. Kulik, J. A. (1994). Meta-analytic studies of findings on computer-based instruction vol. 1, of Technology assessment in education and training pp. 9-34. Psychology Press.
  22. Köhler, W. (1970). Gestalt psychology: An introduction to new concepts in modern psychology. WW Norton & Company.
  23. Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., Malyn-Smith, J. and Werner, L. (2011). Computational thinking for youth in practice. ACM Inroads 2, 32-37.
  24. Lent, R. W., Lopez, F. G. and Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to sciencebased career choice. Journal of counseling psychology 38, 424.
  25. Levy, D. (2013). Racket Fun-fictional Programming to Elementary Mathematics Teachers. In TFPIE2013 TFPIE2013.
  26. Marceau, G., Fisler, K. and Krishnamurthi, S. (2011). Measuring the effectiveness of error messages designed for novice programmers. In Proceedings of the 42nd ACM Meerbaum-Salant, O., Armoni, M. and Ben-Ari, M. (2011). Habits of programming in scratch. In Proceedings of the 16th annual joint conference on Innovation and technology in computer science education pp. 168-172, ACM.
  27. Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education 1997, 5-12.
  28. OECD (2015). Students, Computers and Learning.
  29. Papert, S. (1996). An exploration in the space of mathematics educations. International Journal of Computers for Mathematical Learning 1, 95-123.
  30. Perkins, D. N. and Salomon, G. (1988). Teaching for transfer. Educational leadership 46, 22-32.
  31. Reimann, P. (2011). Design-based research pp. 37-50. Methodological choice and design. Springer.
  32. Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J. and Silverman, B. (2009). Scratch: programming for all. Communications of the ACM , 52, 60-67.
  33. Rich, P. J., Leatham, K. R. and Wright, G. A. (2013). Convergent cognition. Instructional Science , 41, 431-453.
  34. Schanzer, E., Fisler, K., Krishnamurthi, S. and Felleisen, M. (2015). Transferring skills at solving word problems from computing to algebra through Bootstrap. In Proceedings of the 46th ACM Technical symposium on computer science education, pp. 616-621, ACM.
  35. Schanzer, E. T. (2015). Algebraic Functions, Computer Programming, and the Challenge of Transfer .
  36. Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J. and van Braak, J. (2013). Technological pedagogical content knowledge-a review of the literature. Journal of Computer Assisted Learning 29, 109-121.
  37. Wing, J. M. (2006). Computational thinking. Communications of the ACM 49, 33-35.
  38. Wing, J. M. (2011). Computational thinking. In VL/HCC p. 3, csta.acm.org.
  39. Wright, G., Rich, P. and Lee, R. (2013). The influence of teaching programming on learning mathematics. In Society for Information Technology & Teacher Education International Conference vol. 2013, pp. 4612-4615, editlib.org.
  40. Yoo, D., Schanzer, E., Krishnamurthi, S. and Fisler, K. (2011). WeScheme: the browser is your programming environment. In Proceedings of the 16th annual joint conference on Innovation and technology in computer science education pp. 163-167, ACM.
  41. Zeldin, A. L. and Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal 37, 215-246.
Download


Paper Citation


in Harvard Style

Partanen T., Niemela P., Mannila L. and Poranen T. (2017). Educating Computer Science Educators Online - A Racket MOOC for Elementary Math Teachers of Finland . In Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-239-4, pages 47-58. DOI: 10.5220/0006257800470058


in Bibtex Style

@conference{csedu17,
author={Tiina Partanen and Pia Niemela and Linda Mannila and Timo Poranen},
title={Educating Computer Science Educators Online - A Racket MOOC for Elementary Math Teachers of Finland},
booktitle={Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2017},
pages={47-58},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006257800470058},
isbn={978-989-758-239-4},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 9th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Educating Computer Science Educators Online - A Racket MOOC for Elementary Math Teachers of Finland
SN - 978-989-758-239-4
AU - Partanen T.
AU - Niemela P.
AU - Mannila L.
AU - Poranen T.
PY - 2017
SP - 47
EP - 58
DO - 10.5220/0006257800470058