What Skills Do You Need When Developing Software Using ChatGPT? (Discussion Paper)

Since the release of LLM-based tools such as GitHub Copilot and ChatGPT the media and popular scientific literature, but also journals such as the Communications of the ACM, have been flooded with opinions how these tools will change programming. The opinions range from ``machines will program themselves'', to ``AI does not help programmers''. Of course, these statements are meant to to stir up a discussion, and should be taken with a grain of salt, but we argue that such unfounded statements are potentially harmful. Instead, we propose to investigate which skills are required to develop software using LLM-based tools. In this paper we report on an experiment in which we explore if Computational Thinking (CT) skills predict the ability to develop software using LLM-based tools. Our results show that the ability to develop software using LLM-based tools can indeed be predicted by the score on a CT assessment. There are many limitations to our experiment, and this paper is also a call to discuss how to approach, preferably experimentally, the question of which skills are required to develop software using LLM-based tools. We propose to rephrase this question to include by what kind of people/programmers, to develop what kind of software using what kind of LLM-based tools.Comment: 11 page

Investigating the relationships between preferences, gender, and high school students\u27 geometry performance

In this quantitative study, the relationships between high school students\u27 preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013-2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students. For the purpose of statistical analysis, students\u27 preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students\u27 visuality scores ranged from -12 to +12. The visuality scores were used to assess students\u27 preference for solution methods. A standardized test score was used to measure students\u27 geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students\u27 geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students\u27 geometry performance was significantly higher than male students\u27 geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods

iSTEM Teaching & Learning Conference Program 2017

iSTEM Conference Program 201

A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report

The outcome from this project produces a database of over 185 projects and 726 publications relating to numeracy research to systematically &lsquo;mapped&rsquo; Australian research on primary school numeracy over the last decade. The database incorporates research summaries and findings that are easily accessible to teachers and teacher educators, and act as a valuable tool for determining further research directions. The project report examines the available research and organises the discussion of the research findings under a set of themes and sub-themes. Some summarised examples from the report reveals that: * Effective teachers of numeracy: - have high expectations of their students; - focus on children&rsquo;s mathematical learning, rather than on providing pleasant classroom experiences; - provide a challenging curriculum; - use higher-order questioning; - make connections both within mathematics and between mathematics in different contexts; and - use highly interactive teaching involvement with students in class discussion. * Effective professional development programmes: - provide teachers with the time and appropriate resources to enable them to reflect on their teaching; - provide continuing support and encouragement while teachers explore possibilities and trial new strategies in their classrooms; - involve teachers in school-based and wider networks; - are of sufficient duration to allow significant changes to habitual beliefs and practices; and - create opportunities for the exploration of theory-practice relationships.<br /

Technical-Vocational Livelihood Education: Emerging Trends in Contextualised Mathematics Teaching

Technical-Vocational Livelihood Education (TVLE) Strategies and Indicators (S&amp;Is) are the strategic procedures needed to come up with a well-informed contextualised learning instruction. This study is aimed at exploring the trends in Technical-Vocational Livelihood Education. The focus of this study is on soliciting relevant strategies and indicators (S&amp;I) that can be utilised to develop a contextualised mathematics teaching module. S&amp;Is in this study are consolidated from various experts in the field of curriculum contextualisation who were purposively selected from various regions representing the DepEd Manila, DepEd Mindoro, Marinduque, Romblon, and Palawan (MIMAROPA), DepEd Bicol region (Region 5), and DepEd Central Visayas (Region 7) recommended by the Department of Education (DepEd) Manila. Formal interviews and coding of consolidated experts’ experiences have passed through a qualitative thematic analysis to obtain a profound understanding of the strategies and indicators. After a thorough investigation of the information gathered, related studies, and theoretical reviews, the study resulted in the seven (7) stages of a contextualised mathematics teaching module such as 1) Planning, 2) Assessment of the curriculum guide and resources, 3) Collaboration and Consultative Meeting, 4) Crafting and Developing of the Contextualise Learning Modules/Lessons, 5) Implementation, 6) Monitoring, and 7) Evaluation and feedback. The first four (4) stages are the developmental phase cons Planning, Assessment, Collaboration, and Crafting of the working module (PACC). While, the remaining three stages to implement, monitor, and conducts of evaluation and feedback are on the validation phase. As module, the contextualised mathematics teaching can be utilised as a training guide for teachers in Technical-Vocational Livelihood Education strands of the K-12 curriculum. Further research may be conducted to validate the most appropriate modular approach in teaching specific subjects

Black, Confident, and Capable: The Science Student Beliefs of Four Black Male Science Students in a Rural Middle School Science Classroom

Lacking in educational research are the positive narratives of Black male students and their science classroom learning experiences, as told through the voices of Black male science students. This study highlighted the normative scientific practices found in A Framework for K-12 Science Education that four Black male science students experienced during a cells unit in their rural middle school science classrooms. Their shared science-student beliefs centered around the themes of confidence and capabilities, behaviors matter, the perceptions and expectations held by self and others and the utility of the normative scientific practice. These study findings provided a counter-narrative to the predominantly negative schooling experiences of Black male students. Moreover, the findings revealed the instructional significance of exploring the contention and harmony between student beliefs, teacher instructional intentions, and the performance expectations of normative scientific practices