Post-secondary students’ enactment of identity in a programming and mathematics learning environment

International audienceThis paper draws from year one of a 5-year research study that seeks to examine how post- secondary mathematics students learn to use programming as a computational thinking instrument for mathematics. It focuses on how post-secondary mathematics students’ identities as mathematics learners are enacted as they engage in a programming-based mathematical investigations and applications learning environment. Specifically, the paper offers a discussion of a case of one student’s enactment of his identity while simultaneously learning to program and to use it for this kind of mathematical work. This paper highlights the importance of identity in learning mathematics and its role in the development of productive dispositions in learning to program for mathematics investigation and modeling

E-Brock Bugs©: An Epistemic Mathematics Computer Game

Devlin in [7] argues that video games are an ideal medium for the teaching and learning of mathematics, though he points out that very few ’good’ mathematics video games exist. Building on a probabilistic board game developed in the 1980s, we created a mathematics computer game, E-Brock Bugs. The design of the game carefully follows Devlin’s principles of a good mathematics video game, including a well-developed storyline, the selection of an in-game avatar, and an environment where mathematics arises in a natural and meaningful way. As a result, we argue that E-Brock Bugs is an epistemic computer game [1]; it goes beyond teaching basic facts and skills, and may encourage the players’ development of mathematical thinking as ‘working mathematicians’

Struggles and Growth in Mathematics Education: Reflections by Three Generations of Mathematicians On The Creation of the Computer Game E-Brock Bugs

In the Fall of 2013 our team of three different generations of mathematicians launched the free, online E-Brock Bugs© mathematics computer game [5] which we developed from an original probabilistic board game, Brock Bugs, and its digital learning object version. We constructed E-Brock Bugs using Devlin’s [9] mathematics computer game design principles for games that prompt players’ development of mathematical thinking. As we created E-Brock Bugs we found it necessary to go through an evolving cyclic process of design, implementation, and analysis. In this paper we reflect upon the main struggles we faced in this process and the unexpected personal growth that ensued in terms of our views and beliefs as mathematics educators

Computer programming in the professional development of future mathematics teachers

Work funded by SSHRC (#435-2017-0367) with ethics clearance (REB #17-088)

Devancer la concurrence par les systèmes d'information

Les systèmes d'information à avantages concurrentiels (SIAC) font partie des systèmes d'information où la technologie informatique est génératrice de profits. Le but de cet article est de présenter un modèle permettant l'identification de SIAC au sein des moyennes entreprises, Ce modèle met l’emphase sur le développement d'une vision stratégique à l'intérieur de la moyenne entreprise en vue de mieux exploiter les opportunités créées par la technologie de l'information. Il est basé sur une grille d'analyse mettant en perspective les cibles stratégiques et les stratégies concurrentielles que peut développer une entreprise en regard de ses principales activités.The purpose of this study is to test a methodology to plan for the implementation of information systems for competitive advantage in medium size organizations. The methodology uses a grid that puts in perspective the strategic thrusts, the strategic targets and the main organizational activities. Results indicate that 1- it is possible to identify opportunities of information systems for competitive advantage in organizations, and 2- most of these opportunities constitute worthy investments. Each opportunity was assessed in terms of costs, revenues, decision of implementation and time of implementation.Los sistemas de información con ventajas competitivas hacen parte de ios sistemas de información donde la tecnología informatizada es generadora de ganancias. El objetivo de este articulo es de presentar un modelo que permita la identificación de «SIAC» al seno de las empresas medianas. Este modelo pone énfasis en el desarollo de una vision estratégica en el interior de la mediana empresa en vista de una mejor explotación de las oportunidades creadas por la tecnología de la computación. Este se basa en un formulario de analisis que mete en perspectiva los objectivos estratégicos y los estrategias competitivas que puede dessarollar una empresa a partir de sus principales activados. Los resultados preliminares de la aplicación del modelo cerca de cinco empresas manufactureras revelan su eficacia

University students learning programming-based practices for mathematical inquiry: Contributions of an institutional approach

International audienceIn mathematics education research, the use of different theoretical lenses can lead to a deeper understanding of phenomena such as the teaching and learning of programming for mathematical inquiry at university. In light of our past work leveraging the instrumental approach, this paper seeks to explore the potential contributions of a different lens: the Anthropological Theory of the Didactic (ATD). Through a comparative analysis of "practices to be learned" in a mathematical inquiry project and "practices actually learned" by one student, we demonstrate the usefulness of the ATD's notion of praxeology. The complementarity of the analysis with our past work calls for further reflection on the networking of institutional and instrumental approaches

University students learning programming-based practices for mathematical inquiry: Contributions of an institutional approach

International audienceIn mathematics education research, the use of different theoretical lenses can lead to a deeper understanding of phenomena such as the teaching and learning of programming for mathematical inquiry at university. In light of our past work leveraging the instrumental approach, this paper seeks to explore the potential contributions of a different lens: the Anthropological Theory of the Didactic (ATD). Through a comparative analysis of "practices to be learned" in a mathematical inquiry project and "practices actually learned" by one student, we demonstrate the usefulness of the ATD's notion of praxeology. The complementarity of the analysis with our past work calls for further reflection on the networking of institutional and instrumental approaches