## Research

## Progmatics Project

**‘progmatics’**. The context for our naturalistic case study is a sequence of three mathematics courses offered over three years at Brock University (since 2001) in which students learn to use ‘progmatics’ through weekly labs and 14 ‘progmatics’ project assignments. For more on this course series, see Integration of Programming in the Undergraduate Mathematics Program at Brock University.

- How do post-secondary mathematics students come to adopt ‘progmatics’ as an instrument for their own use? In other words, how do students learn to use programming for authentic pure or applied mathematical investigations?
- Is the adoption sustained over time; and if so, how?
- And how do instructors create a learning environment to support students’ adoption of ‘progmatics’?

Our study contributes to the knowledge of how post-secondary students learn to use ‘progmatics’ — a contemporary way of doing and applying mathematics needed in STEM — and to the advancement of post-secondary mathematics/STEM education knowledge. It also provides mathematics departments with a flexible teaching model to implement ‘progmatics’ in post-secondary programs.

For more details, see our publications and results of our ongoing research.

In the video below, we briefly summarize the findings from the first year of our study as presented at the Fields MathEd Forum on Computational Thinking in Mathematics Education (November 2018). During this year, we followed 6 students in the MICA I course as they engaged in their 4 programming-based project tasks, which accounted for 71% of their final grade.

Buteau, C., Mgombelo, J., & Muller, E. with Anderson, A., Dreise, K., & Gannon, S. (2018). Undergraduate Math Students Appropriating Programming as an Instrument for Math Explorations and Applications: A Longitudinal Research. *Fields Mathematics Education Forum (Theme: Computational Thinking in Mathematics Education),* Fields Institute for Research in Mathematical Sciences, Toronto (Canada), November 2018.

Gueudet, G., Buteau, C., Muller, E., Mgombelo, J., & Sacristán, A. (2020). Programming as an artefact: What do we learn about university students’ activity? *Proceedings of INDRUM 2020 Third Conference of the International Network for Didactic Research in University Mathematics,* Bizerte (Tunisia), March 2020.

*This research is supported by the Social Sciences and Humanities Research Council of Canada.*