| Les deux révisions précédentesRévision précédente | Dernière révisionLes deux révisions suivantes |
| informatique:start [2023/02/12 10:05] – [Histoire de l'informatique] villersd | informatique:start [2023/11/12 16:28] – [Publications en didactique de l'informatique] villersd |
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| * [[https://journals.openedition.org/rdst/3685|Futurs enseignants de l’école primaire : connaissances des stratégies d’enseignement, curriculaires et disciplinaires pour l’enseignement de la programmation]] Béatrice Drot-Delange, Gabriel Parriaux et Christophe Reffay, RDST vol 23, p. 55-76, 2021 DOI: 10.4000/rdst.3685 | * [[https://journals.openedition.org/rdst/3685|Futurs enseignants de l’école primaire : connaissances des stratégies d’enseignement, curriculaires et disciplinaires pour l’enseignement de la programmation]] Béatrice Drot-Delange, Gabriel Parriaux et Christophe Reffay, RDST vol 23, p. 55-76, 2021 DOI: 10.4000/rdst.3685 |
| * Teaching Fundamental Concepts of Informatics: 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2010, ... Computer Science and General Issues), Juraj Hromkovic, Rastislav Královic, Jan Vahrenhold, Springer ISBN: 9783642113758 | * Teaching Fundamental Concepts of Informatics: 4th International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2010, ... Computer Science and General Issues), Juraj Hromkovic, Rastislav Královic, Jan Vahrenhold, Springer ISBN: 9783642113758 |
| | * [[https://www.sciencedirect.com/science/article/abs/pii/S0959475222000883|Impact of programming on primary mathematics learning - ScienceDirect]] Manon Laurent, Rosamaria Crisci, Pascal Bressoux, Hamid Chaachoua, Cécile Nurra, Erica de Vries, Pierre Tchounikine, Learning and Instruction, Volume 82, 2022, 101667, ISSN 0959-4752, DOI: 10.1016/j.learninstruc.2022.101667 |
| | * Abstract: The aim of this study is to investigate whether a programming activity might serve as a learning vehicle for mathematics acquisition in grades four and five. For this purpose, the effects of a programming activity, an essential component of computational thinking, were evaluated on learning outcomes of three mathematical notions: Euclidean division (N = 1,880), additive decomposition (N = 1,763) and fractions (N = 644). Classes were randomly assigned to the programming (with Scratch) and control conditions. Multilevel analyses indicate negative effects (effect size range −0.16 to −0.21) of the programming condition for the three mathematical notions. A potential explanation of these results is the difficulties in the transfer of learning from programming to mathematics. |
| | * Keywords: Computational thinking; Programming activity; Mathematics learning; Primary school; Randomized trial; Learning transfer |
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