Abstract
The mathematical problem-solving processes used by 27 eighth graders who had studied BASIC programming for a semester were compared to those of 27 who had not. The programmers used more systematic approaches and reviewed their solutions more often than the nonprogrammers but did not make more use of equations or do more planning. Further, the groups did not differ in the number of correct answers to a set of five process problems or two written problem-solving tests.
Publisher
National Council of Teachers of Mathematics
Subject
Education,Mathematics (miscellaneous)
Cited by
4 articles.
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