This case study and the research that preceded it are the results of a wondering that was presented as two questions on the home page of this website:
The answer to these questions is “yes.” We have seen that there are some very deep theoretical connections between the principles and guidelines of Universal Design for Learning and computational thinking, particularly when it is presented in a programming environment. Based on these connections, it makes sense that CT via coding should make mathematics more accessible for students. The results from the work in the classroom support these theoretical findings. My observations and the students’ responses to the online survey reveal that learning mathematics in this way worked on multiple levels for many students. Clearly, many students responded positively to the multiple means of engagement, representation, and action and expression that were offered with the introduction of computational thinking in a programming context.
Although all students appeared to enjoy the project, not all felt that this was the best way to learn mathematics. Each of the four question clusters on the survey prompted some lack of support for the ability of CT to make mathematics more accessible. This is not surprising; given the broad range of learner variability that exists in any classroom, it would be impossible to find one thing that works for everyone. It must be remembered, however, that most of the grade 6 students in the case study agreed that the experience has compelled them to think about and approach problems differently, raised their level of engagement with their learning, presented them with mathematical representations that make sense to them, and provided them with a good option for future expression of mathematical understandings. These responses prove that CT and coding do make mathematics more accessible to many learners, and that their inclusion in the classroom contributes to Universal Design for Learning.
- Is there something about computational thinking via coding activities that makes mathematics more accessible to all learners (including those who typically struggle with math)?
- Does the inclusion of computational thinking via coding activities in regular classroom instruction contribute to a learning environment built on the principles of Universal Design for Learning (UDL)?
The answer to these questions is “yes.” We have seen that there are some very deep theoretical connections between the principles and guidelines of Universal Design for Learning and computational thinking, particularly when it is presented in a programming environment. Based on these connections, it makes sense that CT via coding should make mathematics more accessible for students. The results from the work in the classroom support these theoretical findings. My observations and the students’ responses to the online survey reveal that learning mathematics in this way worked on multiple levels for many students. Clearly, many students responded positively to the multiple means of engagement, representation, and action and expression that were offered with the introduction of computational thinking in a programming context.
Although all students appeared to enjoy the project, not all felt that this was the best way to learn mathematics. Each of the four question clusters on the survey prompted some lack of support for the ability of CT to make mathematics more accessible. This is not surprising; given the broad range of learner variability that exists in any classroom, it would be impossible to find one thing that works for everyone. It must be remembered, however, that most of the grade 6 students in the case study agreed that the experience has compelled them to think about and approach problems differently, raised their level of engagement with their learning, presented them with mathematical representations that make sense to them, and provided them with a good option for future expression of mathematical understandings. These responses prove that CT and coding do make mathematics more accessible to many learners, and that their inclusion in the classroom contributes to Universal Design for Learning.