Programming as an artefact: what do we learn about university students' activity?
Résumé
In this paper we discuss how the instrumental approach can contribute to our understanding of the activity of university students using programming in the context of an authentic mathematical investigation. We claim that they develop an instrument from programming considered as an artefact, incorporating a complex structure of schemes. We distinguish between m-schemes, p-schemes and p+m-schemes, for a goal concerning respectively only mathematics, only programming, or both. We illustrate this theoretical construct by studying the case of a student enrolled in a course encompassing programming-based mathematics investigation projects.
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