Author Archives: ctmathu

‘Good CT practices’ Reminders

A series of posters of reminders of ‘good programming practices for engaging in mathematical work. Developed for MATH 1P40 (MICA I) course at Brock University by Alana Mulder (Brock University). Funded by SSHRC Partnership Development Grant ((Gadanidis & Sinclair et al.; 2016-18): Computational Thinking in Mathematics Education)

‘Bug’ for learning

Check your math!

Happy/Angry programmer

Math conjecturing with programming

It’s intimidating!

Programming as your assistant

Say it first

Debugging strategies

Computational Thinking in Undergraduate Math

This short article reflects on recent activities by academic mathematicians, under the name of ‘computational thinking’, and argues for whether and how it could be brought into undergraduate mathematics education.

Buteau, C., & Muller, E., & Broley, L. (2017). Computational Thinking : In our Undergraduate Mathematics programs? Canadian Mathematical Society Notes, 49 (6), pp. 10-12.

Integration of Programming in Mathematics

This article provides a short description of all implementation aspects of undergraduate programming-based mathematics courses at Brock University: classroom (lecture and laboratory sessions); curriculum, including a detailed example of a programming-based mathematical task; selection of programming languages; assessment; and a brief account of the course evolution from 2001 to 2015. It ends by addressing the question: how do we know that “it” works?

Buteau, Muller, & Ralph (2015). Integration of Programming in the Undergraduate Mathematics Program at Brock University. In Online Proceedings of the Math + Coding Symposium, London (Canada), June 2015.

 

Doing mathematics differently

The authors discuss students’ mathematics learning experience through a metaphor from Lewis Carroll’s Alice Through the Looking Glass: As part of the first two years of the undergraduate mathematics program at Brock University, students follow Alice’s lead and penetrate a looking-glass into a different world of mathematics. In the process, their preconceived views of mathematics are challenged as they learn to design, program, and use highly interactive computer environments to explore their own stated mathematical conjectures, theorems, or real-world situations.

Muller, E., Buteau, C., & Sacristán, A. (2015). Through the Looking-Glass: Programming interactive environments for advanced mathematics. Hoyles & Noss (guest eds.): Special issue Windows on Advanced Mathematics in Mathematics Today, 212-217.
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