Integration of Programming-based Tasks into Mathematical Problem-based Learning

Abstract

In this paper, we presented four mathematical domain (arithmetic, random events and counting, number theory, and geometry) and corresponding tasks designed for several problem- based programming enrichment courses for middle school students. The courses aimed to integrate computing with mathematics to enhance mathematics teaching and learning. We examined the students’ learning outcomes from each mathematical domain and task from three perspectives: cognitive, behavior, and affective with qualitative data. The results suggest that there existed affordances and challenges for learning both mathematics and programming in the tasks. We also identified two possible areas that contributed to the learning outcomes.