Diving into Curriculum

Connections with Mathematics Curriculum

According to Gadanidis et al. (2017), there are three direct ties between coding (and computational thinking in general) and learning mathematics. They are:

1. Students gain understanding, in a tangible way, of the abstractions that lie at the heart of mathematics.

2. Students gain the ability to dynamically model mathematics concepts and relationships. They can see how each component to a formula or procedure plays a part in determining the final solution.

3. Students gain confidence in their own ability and agency as mathematics learners. Coding is often "low-floor, high-ceiling," offering entry points for all levels of learner, while allowing them to create and explore as they experiment with the code.

Connections with Mathematical Processes

In addition to deepening students' understanding of the mathematics they are exploring, coding provides opportunities to practice many of the seven mathematical processes highlighted throughout the Ontario curriculum:

Where can we do coding?

While coding isn't explicitly identified as a strategy in the current Ontario math curriculum (published in 2005 for grades 1-8 and grades 9-10), there are many expectations that can be explored using computational thinking.

Here are some general examples. Can you think of others?

Exploration of geometry:

• Create shapes. (all grades) This requires exploration of:
  • interior/exterior angles
  • respective lengths of sides
  • parallel & perpendicular lines
• Create patterns/shapes involving symmetry (grades 4 & 6)
• Create composite shapes (grades 4-6, 8)

Investigation of formulae:

• Complete a computation for the area of a trapezoid when a user inputs the length of each parallel side and the height (grade 7; higher/lower for other shapes)
• Complete a computation for the volume of a rectangular prism when a user inputs length, width, and height (grade 5; higher grades for more complex solids)
• Complete a computation for the rate of change when a user inputs two points on a cartesian plane (grade 9)

Generalization of procedures:

• Can we create a program that draws the optimal rectangle when the user inputs the amount of fencing to be used? (grade 9)
• Can we create a program that can find the mean, median, or mode when the user inputs a series of numbers? (grade 6)
• Can we create a program that can find the experimental probability of rolling "2" on a die, if a user inputs the values as they roll the die? (grade 8)
• Can we create a program that would divide a picture of a chocolate bar into equal pieces, given the number of pieces input by the user? (multiple grades)
• What other general procedures could students re-create with coding?

Patterning & algebra:

• Given an initial value (input by the user), can the student code a program that computes the next five terms in the pattern, based on a pattern rule created by the student?
  • Can we create a program to then determine the 100th term?
• Here is a video demonstrating Coding in the Algebra Class (10 minutes)
• In many of the above activities, we are using variables. All of these activities can help students understand that variables are values that can change.

Take some time to explore your respective math curriculum through the lens of having students code. Which expectations could students model or demonstrate using coding?

Links to curriculum expectations:

• Grade 1-8
• Grade 9-10

Click here to go to the next task: Exploring Coding