Programming-languages as a conceptual framework for teaching mathematics

Abstract

Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively to reduce formal barriers. This education can also be used to enable pupils to access an accurate understanding of some key mathematical concepts. In the field of heuristic knowledge for technical problem solving, experience of programming is no less valuable: it lends itself to promote a discussion of relations between formal procedures and the comprehension of intuitive problem solving and provides examples for the development of heuristic precepts (formulating a plan, subdividing the complexities, etc.). The knowledge gained in programming can also be used for the discussion of concepts and problems of classical mathematics. Finally, it can also facilitate the expansion of mathematical culture to topics in biological and physical sciences, linguistics, etc. The authors describe a programming language called ‘Logo’ adapted to objectify an enduring framework of mathematical experimentation.

Keywords:

• learning
• children's cognitive development
• mathematics education
• programming languages
• computer science

Acknowledgments

The research leading to the design and computer implementation of Logo was supported by the Personnel and Training Branch of the U.S. Office of Naval Research, under Contract NONR 4340(00). Several colleagues at Bolt Beranek and Newman Inc. made valuable contributions to the work described. Dr Daniel G. Bobrow participated in the original design and computer implementation of the Logo language. Several ideas due to Richard Grant and Cynthia Solomon were incorporated subsequently. Mr. Grant made major improvements in the Logo computer programs. Miss Solomon, Mr. Grant, and Frank Frazier devised the problems used in the July 1967 teaching experiment.

Notes

1. This use of quotation marks and slashes is not introduced to make subtle philosophical distinctions. Straightforward and very practical problems create a need for the distinction between ‘DOG’ and / DOG / in the context of Logo.