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Second-grade Students’ Use of Visual Programming to Learn Multiplication: Leveraging the Concept of Iteration

Authors:

Jessica Shumway,

John EdwardsAuthors Info & Claims

ACE '22: Proceedings of the 24th Australasian Computing Education Conference

Pages 76 - 84

https://doi.org/10.1145/3511861.3511870

Published: 14 February 2022 Publication History

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Abstract

The multiplication algorithms that we teach elementary students are designed to be efficient, but the conceptual understanding of these algorithms is usually hidden behind this efficiency. For example, one intuitive meaning of multiplication is that of iterated addition. In this paper, we investigate the ways a visual programming activity leverages the concept of iteration to learn multiplication. We report results of a mixed-methods study on second-grade students’ use of visual programming and iteration to set up and solve multiplication story problems. We found qualitative evidence that participants gained improved intuition of multiplication as repeated addition and that they made important connections between the programming blocks and multiplication story problems.

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Cited By

Lesner TSutherland MLussier CClarke B(2023)Using the Number Line to Build Understanding of Fraction ArithmeticIntervention in School and Clinic10.1177/1053451223115687859:3(191-198)Online publication date: 15-Mar-2023
https://doi.org/10.1177/10534512231156878
Chen TSu ILee J(2022)Case Study: Design Strategies for Enabling Visual Application Blocks of Bluetooth LibraryIEEE Access10.1109/ACCESS.2022.317531610(52630-52654)Online publication date: 2022
https://doi.org/10.1109/ACCESS.2022.3175316

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Second-grade Students’ Use of Visual Programming to Learn Multiplication: Leveraging the Concept of Iteration

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Published In

cover image ACM Other conferences

ACE '22: Proceedings of the 24th Australasian Computing Education Conference

February 2022

200 pages

ISBN:9781450396431

DOI:10.1145/3511861

Editors:
Judy Sheard
Monash University
,
Paul Denny
The University of Auckland

Copyright © 2022 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

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New York, NY, United States

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Published: 14 February 2022

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ACE '22

ACE '22: Australasian Computing Education Conference

February 14 - 18, 2022

Virtual Event, Australia

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Cited By

Lesner TSutherland MLussier CClarke B(2023)Using the Number Line to Build Understanding of Fraction ArithmeticIntervention in School and Clinic10.1177/1053451223115687859:3(191-198)Online publication date: 15-Mar-2023
https://doi.org/10.1177/10534512231156878
Chen TSu ILee J(2022)Case Study: Design Strategies for Enabling Visual Application Blocks of Bluetooth LibraryIEEE Access10.1109/ACCESS.2022.317531610(52630-52654)Online publication date: 2022
https://doi.org/10.1109/ACCESS.2022.3175316

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