Title:	COMPLEMENTARY COGNITION: IMPROVING STEM STUDENT MATHEMATICAL SELF-EFFICIACY AND UNDERSTANDING BY TEACHING PROGRAMMING
Author(s):	Geoffrey A. Wright
ISBN:	978-972-8924-78-2
Editors:	Piet Kommers and Pedro Isaías
Year:	2009
Edition:	2
Keywords:	Technology Programming Mathematics Self-Efficacy
Type:	Short Paper
First Page:	90
Last Page:	94
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	Mathematics has long been a core ability in engineering, as noted by the American Society for Engineering Education’s mathematics division. The Cold-War era “space race” pushed engineering awareness, mathematical, and scientific ability to the fore of our educational system. And yet, the United States exited the 20th century in a quandary over the status of its educational progress. An international Trends in Mathematics and Science Study in 1995 revealed that the U.S. fell behind its industrialized counterparts in advancing mathematical and scientific skills as students progressed in their educational careers. This study seeks not only to increase student self-efficacy and interest in technology engineering classes, but to demonstrate how technology engineering courses can greatly impact student mathematical abilities and self-efficacy. The purpose of this research is to examine the effect learning computer programming has on junior and high school students’ mathematical ability and self-efficacy. We believe a student’s ability, motivation, and confidence to learn mathematics is enhanced by learning to program, which consequently influences their willingness and capability to engage in engineering curricula.
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