Incorporating Computer Programming into Mathematics Curricula to Enhance Learning for Low-Performing, Underserved Students

In this short research paper, we describe the outcome of our integration of computer simulations and elementary visual programming interactions with an experiential mathematics curriculum that has resulted in a system that allows students to explore conceptual and procedural knowledge within mathematics content through the interactive and exploratory nature of a particular type of simulation using mobile applications. The simulations are managed by the students using a visual programming language that we developed as a stripped-down version of MIT App Inventor. In particular, our project focused on students who were in the lower quartile of mathematics achievement, and we show how useful they found this approach in helping them better engage and explore abstract mathematics content through reflective engagement with the material. In this report, we detail the three-dimensional approach we used to adapt an existing mathematics curricular process to a process that integrates visual programming and simulations as a type of applied mathematics. We also show how the resulting pedagogical process has the potential for helping students move beyond simply mechanically and mindlessly manipulating math symbols when solving linear equations to applying visual reasoning and representational logic as the basis for problem-solving in mathematics.