One Point of View: Let Kids Write ProgramsAuthor(s): Richard J. ShumwaySource: The Arithmetic Teacher, Vol. 30, No. 6 (February 1983), pp. 2, 56Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41190607 .

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Let Kids Write Programs By Richard J. Shumway

Ohio State University, Columbus, Ohio

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Teachers often ask me if I think computers are just another fad and will go the way of other " innova- tions" such as programmed learning, television, or behavioral objectives. My answer has been, yes, if we use commercial software and use the computer to tell kids what to do. In my view, the principal value of com- puters rests in allowing students to write programs. There are some rea- sonable questions to ask, however.

When?

You can begin in the first grade. Young children are well able to write and run such programs as the follow- ing:

10 FORN = 1 TO 12 20 PRINT N, N + N 30 NEXTN

Give it a try. You'll be pleased with the children's development of the concept of a variable; and they will soon modify line 10 to count to larger numbers and line 20 to do other com- putations. (For example, "PRINT N, N Î 2" or "PLOT N, N * N.) The potential mathematics in such simple modifications is endless.

Why? It seems patently obvious - and sever- al masters' studies have confirmed it - that students who write programs to do mathematics, learn mathemat- ics. Because computers are basically dumb, and do exactly as told, stu- dents teaching computers mathemat- ics (programming) learn a great deal of mathematics.

2

How?

One can be very tempted to purchase a fancy computer and to buy software so there will be "something for stu- dents to do with the computer." Don't do it - many programs that use color graphics and sound do mundane drill and practice. Students should write computer programs.

Get yourself a computer; some short (less than ten lines), sample pro- grams dealing with mathematics ap- proachable by your students; a pro- gramming manual or two; and start your students writing programs.

With what?

Purchase a fancy computer to satisfy those who want the popular software, but then purchase (for the price of a fancy computer) twelve or thirteen inexpensive computers like the Timex Sinclair 1000 (less than $75). Such computers can handle a remarkable number of interesting programs as well as offer very useful, mathemati- cal graphics. They are also extremely portable (fit in a purse or briefcase).

How much?

Devote 50 percent of your mathemat- ics time to programming computers to do mathematics. I am prepared to argue mathematics should consist of 50 percent theory and 50 percent com- putation. Programming the computer depends on theory for efficient algo- rithms and computer computations are most helpful in providing the ex- amples from which mathematics the- ory can be developed. For example, here are two programs that find the

sum of the natural numbers from 1 to N.

10 INPUT N 20 LET S = 0 30 LET I = 1 TO N 40 LET S = S + I 50 NEXT I 60 PRINT N, S 70 GOTO 10

10 INPUT N 20 PRINT N, N*(N + 1)/2

The first illustrates the standard algo- rithm for sums on a computer, but takes too long when large numbers are used for N. The second program uses some theoretical mathematics, which children can discover, to compute the sum in a single line of programming. The two programs illustrate the way in which computation and theory can support each other.

Some concluding remarks 1 . All children should have the oppor- tunity to write and run computer pro- grams in BASIC (and LOGO).

2. Provide small, inexpensive, por- table computers that can be taken home to facilitate developing comput- er literacy among teachers and allow as much student access to program- ming as is possible.

3. Computers offer children one of the few opportunities to give written instructions and see the consequences of their execution.

4. Most commercially prepared ma- terials for computers in education will

(Continued on page 56)

Arithmetic Teacher

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Guidelines for Introducing Microcomputers in the Schools Continued from page 17

vice training. Noncredit courses should be offered, using qualified in- district staff. Credit courses should be provided by the district or neighbor- ing colleges and universities. Re- leased time should be available to attend workshops and conferences. For staff members who are not inter- ested in a complete course, minises- sions should be provided in individual buildings. Provisions also should be made for more advanced training, in- cluding programming or authoring systems, for interested staff members.

The most intensive training ses- sions should be directed to the teach- ers, but the training should involve other interested parties, too. For ex- ample, minisessions can be provided for the Board of Education, adminis- trative groups, and parent clubs. With widespread participation, all the sup- port groups involved will have a com- mon understanding of the goals and objectives of introducing computers in their schools.

Implementation Model Many questions arise when you reach the implementation stage.

1. What grade level(s) should we be- gin with?

2. What are the expectations for each grade level?

3. What type of setting- classroom, laboratory, or learning center?

4. How much time should be commit- ted to computer instruction?

5. What scheduling procedures will need to be implemented?

6. What curricular areas are best served by computer instruction?

7. What provisions should be made for advanced students?

8. How much support personnel will be needed?

The model most appropriate for a school district will be determined by student needs; availability of software and hardware; number of interested, trained personnel; and the goals and objectives determined by the advisory committee. Models may vary within a school district. A few important steps to take prior to implementation fol- low:

1 . Have a sufficient number of trained personnel.

2. Establish a computer-literacy course outline with a set of objec- tives for all students. (Used also for inservice training of staff)

3. Determine which grade levels to introduce to the course the first year.

4. Arrange a schedule for computer classes, including both instruction- al time and additional laboratory time for more exploration.

5. Develop a record-keeping system to monitor student learning.

6. Make provisions for advanced stu- dents.

In the first year of implementation, a reasonable expectation would be to train a core of teachers representing each building who, in turn, would be responsible for implementing comput- er instruction in their schools. Typical

resource people might include library learning center teachers, media spe- cialists, mathematics and science teachers, or any other interested staff member or administrator.

During the first year, with limited hardware and software resources, one goal might be to provide computer- literacy training to all seventh and eighth graders, with sixth grade par- ticipation to the extent that the per- sonnel training could accommodate. Each year more grade levels could be included, keeping pace with staff training and acquisitions of hardware and software. The computer would be used as an instructional tool, provid- ing experiences with simulations, tu- torials, educational games, and prob- lem solving, as well as being used for beginning programming instruction.

Even the best-planned implementa- tion models will require alterations and additions each step of the way. The key to success is flexibility. Many options should be available to stu- dents and teachers.

Summary Once the basic commitment has been made to incorporate microcomputers into the educational program, a dis- trict must proceed with a well-devised plan. The scope of a computer project in any school district is dependent upon the unique needs and capabili- ties of that school district. Whether the involvement be in one classroom, one school, or the entire district, the plan must include these core ingredi- ents: long-range and short-range goals, provisions for staff develop- ment, software evaluation and selec- tion, and hardware evaluation and se- lection. The driving force behind the key organizers is the knowledge that there is a group of eager students anxiously waiting to learn about and to learn with computers.

References

Kansky, R., W. Heck, and J. Johnson. Guide- lines for Evaluating Computerized Instruc- tional Materials. Reston, Va.: National Council of Teachers of Mathematics, 1981.

Thomas, D. and D. McClain. "AEDS Special Report on Microcomputers." Washington, D.C.: Association of Educational Data Sys- tems, 1979. Щ

One Point of View: Let Kids Write Programs Continued from page 2

not be well received by thoughtful teachers. Simulating probability, games, science, business is effective. Simulating thoughtful teachers is not yet possible. Do not make extensive investments in software or computer configurations that use large memory to implement software.

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5. Teaching mathematics should in- volve 50 percent theory and 50 per- cent computing (computers).

6. Student programming of comput- ers will allow for (a) computer litera- cy; (b) creativity in mathematics; (c) exploration of significant mathemat- ics; (d) positive attitudes towards mathematics; and (e) marketable, ba- sic skills for society today.

7. Do not delay, the kids are ready. m

Arithmetic Teacher

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