ABSTRACT

We characterize the recently included programming content in Swedish mathematics textbooks for elementary school. Especially, the connection between programming content and traditional mathematical content has been considered. The analytical tools used are based on the so-called 5E’s, a theoretical framework of action, developed within the ScratchMath project, and Brennan and Resnick’s (2012) terms computational concepts and practices. The result uncovers “follow a procedure” as the dominating action, in which the concepts stepwise instruction and repeated pattern were frequent. Bridging between programming and mathematics is weak in the sense that the programming content does not enhance the possibility to explore mathematical concepts and ideas.

摘要

我们描述了瑞典小学数学教科书中最近包含的编程内容。尤其是编程内容与传统数学内容之间的联系。所使用的分析工具基于所谓的 5E，一种在 ScratchMath 项目中开发的理论行动框架，以及 Brennan 和 Resnick (2012) 的术语计算概念和实践。结果揭示了“遵循程序”作为主导动作，其中经常出现逐步指导和重复模式的概念。编程和数学之间的桥梁很弱，因为编程内容并不能增强探索数学概念和思想的可能性。