An analytical framework for programming tasks in mathematics textbooks
Résumé
The Nordic countries recently introduced programming as a new topic in school mathematics. Due to this reform, mathematics textbooks now include programming tasks. We propose in this article a framework for the analysis of programming tasks in mathematical textbooks. It seeks to classify programming tasks on the intersection of computational thinking and mathematics didactics. For this, we develop established frameworks of textbook analysis based on computational thinking. Beyond that, our framework emphasises the connection to mathematics education. Finally, we showcase the framework in examples from Norwegian mathematics textbooks for schools.
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