ABSTRACT

This article investigates how the recent implementation of programming in school mathematics interacts with algebraic thinking and learning. Based on Duval’s theory of semiotic representations, we analyze in what ways syntax and semantics of programming languages are aligned with or divert from corresponding algebraic symbolism. Three examples of programming activities suggested for school mathematics are discussed in detail. We argue that although the semiotic representations of programming languages are similar to algebraic notation the meanings of several concepts in these two domains differ. In a learning perspective these differences must be taken into account, especially considering that students have to convert between registers with both overlapping and specific meanings.

摘要

本文研究了学校数学编程的最新实现方式如何与代数思维和学习互动。基于杜瓦尔的符号表示理论，我们分析了编程语言的语法和语义与对应的代数符号学对齐或转移的方式。详细讨论了为学校数学建议的编程活动的三个示例。我们认为，尽管编程语言的符号表示类似于代数符号，但在这两个领域中几个概念的含义是不同的。从学习的角度来看，必须考虑到这些差异，特别是考虑到学生必须在具有重叠和特定含义的登记册之间进行转换。