Pencil Puzzles for Introductory Computer Science: an Experience- and Gender-Neutral Context

The teaching of introductory computer science can benefit from the use of real-world context to ground the abstract programming concepts. We present the domain of pencil puzzles as a context for a variety of introductory CS topics. Pencil puzzles are puzzles typically found in newspapers and magazines, intended to be solved by the reader through the means of deduction, using only a pencil. A well-known ex- ample of a pencil puzzle is Sudoku, which has been widely used as a typical backtracking assignment. However, there are dozens of other well-tried and liked pencil puzzles avail- able that naturally induce computational thinking and can be used as context for many CS topics such as arrays, loops, recursion, GUIs, inheritance and graph traversal. Our con- tributions in this paper are two-fold. First, we present a few pencil puzzles and map them to introductory CS concepts that the puzzles can target in an assignment, and point the reader to other puzzle repositories which provide the poten- tial to lead to an almost limitless set of introductory CS assignments. Second, we have formally evaluated the effec- tiveness of such assignments used at our institution over the past three years. Students reported that they have learned the material, believe they can tackle similar problems, and have improved their coding skills. The assignments also led to a significantly higher proportion of unsolicited statements of enjoyment, as well as metacognition, when compared to a traditional assignment for the same topic. Lastly, for all but one assignment, the student’s gender or prior programming experience was independent of their grade, their perceptions of and reflection on the assignment

Teaching Matters and So Does Curriculum: How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics

Adult proficiency in numeracy in the United States lags behind that of other developed nations, and the nonselective institutions that dominate the higher education sector struggle to address the learning needs of the sizeable proportion of students who enroll in their institutions and are deemed academically underprepared in mathematics. Research on curriculum and pedagogy in developmental (or remedial) mathematics indicates that typical teaching approaches emphasize memorization, often at the expense of the kinds of conceptual understanding that prepare students for college-level mathematics and the numeracy demands of the workforce. This paper examines CUNY Start, an innovative pre-matriculation developmental education program developed by The City University of New York (CUNY) that reimagines the design and implementation of remedial instruction to better serve students with weak academic preparation. Using data from interviews, classroom observations, an instructor survey, and curricular materials, this paper describes four key features of the CUNY Start mathematics instructional approach, paying particular attention to how these features differ from traditional developmental education. These features are: (1) the use of a highly detailed curricular document as a primary resource for instructors; (2) an emphasis on real-world contexts and number relationships, which serve as the instructional starting point (rather than rules and procedures); (3) a pedagogical approach that elicits student talk and discussion through questioning; and (4) explicit attention to students’ organizational and study skills. This paper also elaborates on the processes, structures, and resources built into CUNY Start that support its implementation. This paper is part of an ongoing random assignment evaluation of CUNY Start undertaken with MDRC that so far finds that the program has significant positive effects on students achieving college readiness in mathematics (longer-term effects will also be estimated). This evidence strongly suggests that CUNY Start’s structures, processes, and resources enable instructors to teach mathematics in a different way that may boost student achievement

Using Immersive Fantasy to Engage Marginalized Youth: Promoting STEM Engagement Using Mystery Rooms

Educational systems today often fail to imbue students with an interest or value for learning. Students in underprivileged areas disengage in education at young ages and are unlikely to pursue STEM education and careers. The purpose of this project is to engage marginalized youth in STEM education through the use of an immersive narrative experience called a Mystery Room. Through analysis of students\u27 perception of time, verbal feedback, and behavioral observations, we determined that this strategy successfully captures student interest and has a significant effect on STEM engagement. Our findings are intended to assist educators in implementing active learning to engage students

Creating Joyful Atmosphere In Mathematics Learning For Elementary School Students By Implementing Kopermatik Aids

The goal of the present study is to create joyful atmosphere in mathematics learning by implementing Kopermatik (the Box Games Realistic Mathematics), a set of mathematical teaching aids that are equipped with realistic mathematics worksheets and they are designed in the form of the game. Kopermatik development is an attempt to enrich the variety of aids and math games, for which its implementation in schools is to create a joyful atmosphere. The population of this research is students of SDN 44 Ampenan the academic year 2009/2010 (high grade classes) and 2010/2011 (low grade classes). The classroom setting uses cooperative model, four students in one group, who learn while playing Kopermatik aids and fill in worksheets that contain developing concepts and realistic problems. Based on a questionnaire filled out by teachers who are involved in the study, all teachers feel good, easy and helpful to learn to use Kopermatik aids. Students have good attitude and appreciation by learning using Kopermatik, where 97.1% students enjoy learning with Kopermatik, 93.1% enjoy learning in groups, and 81.2% of students feel confident to be in front of the class. The effectiveness of learning with Kopermatik is high, i.e the understanding of the concept of learning outcomes achieved a score of 82.5, while the ability to solve realistic problems reaches a score of 76.4. These results indicate that the implementation of Kopermatik for all grades of students in SDN 44 Ampenan can make students more active, creative and joyful in mathematics learning. Keywords: Kopermatik aids, understanding concepts, realistic problems, joyful atmosphere, elementary schoo

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Teachers’ perspectives on optimizing manipulatives in teaching 21st century skills in kindergarten

Kindergarten teachers optimize manipulatives in teaching young children. These manipulatives can be tools in developing essential skills needed to meet the demands of 21st century society. A descriptive mixed method design was employed in this study. Qualitative data were gathered using interviews and classroom observations, while quantitative data were extracted from questionnaire and classroom inventory checklist. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were transcribed, coded, and categorized by themes. Research respondents were the 25 kindergarten teachers from public schools (n=8) and private schools (n=3) in Pulilan, Bulacan. Results showed that teachers use manipulatives in the teaching and learning process as these provide many opportunities for children to learn and acquire different skills. Several manipulatives develop more than one skill, depending on their characteristics and nature. Moreover, skill development varies depending on the activity and type of manipulatives used.  The research finds that manipulatives continue to be relevant and can be used to develop 21st century skills in kindergarten. However, teachers need to undergo training on the optimization of manipulatives that are readily available in the kindergarten classroom. Furthermore, there is a need for schools to invest in different manipulatives for use in kindergarten

The Effect of Problem-Solving Video Games on the Science Reasoning Skills of College Students

As the world continues to rapidly change, students are faced with the need to develop flexible skills, such as science reasoning that will help them thrive in the new knowledge economy. Prensky (2001), Gee (2003), and Van Eck (2007) have all suggested that the way to engage learners and teach them the necessary skills is through digital games, but empirical studies focusing on popular games are scant. One way digital games, especially video games, could potentially be useful if there were a flexible and inexpensive method a student could use at their convenience to improve selected science reasoning skills. Problem-solving video games, which require the use of reasoning and problem solving to answer a variety of cognitive challenges could be a promising method to improve selected science reasoning skills. Using think-aloud protocols and interviews, a qualitative study was carried out with a small sample of college students to examine what impact two popular video games, Professor Layton and the Curious Village and Professor Layton and the Diabolical Box, had on specific science reasoning skills. The subject classified as an expert in both gaming and reasoning tended to use more higher order thinking and reasoning skills than the novice reasoners. Based on the assessments, the science reasoning of college students did not improve during the course of game play. Similar to earlier studies, students tended to use trial and error as their primary method of solving the various puzzles in the game and additionally did not recognize when to use the appropriate reasoning skill to solve a puzzle, such as proportional reasoning