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The words "Programming is the second literacy" were coined more than 40 years ago [13], but never came to life. The paper develops and details that old slogan by proposing that the mainstream mathematics education in schools should merge with education in computer science/programming. Of course, this means a deep structural reform of school mathematics education. We are not talking about adapting the 20th century mathematics to the 21st century—as it outlined in [10, 19], we mean the 21st century mathematics education for the 21st century mathematics. To the best of our knowledge, this paper is perhaps the first known attempt to start a proper feasibility study for this reform. The scope of the paper does not allow us to touch the delicate socio-political (and financial) sides of the reform, we are looking only at general curricular and didactic aspects and possible directions of the reform. In particular, we indicate approaches to development of a Domain Specifiic Language (DSL) as a basis for all programming aspects of a new course. [ABSTRACT FROM AUTHOR]

An important development in geometric algebra in recent years is the new system known as point geometry, which treats points as direct objects of operations and considerably simplifies the process of geometric reasoning. In this paper, we provide a complete formal description of the point geometry theory architecture and give a rigorous and reliable formal verification of the point geometry theory based on the theorem prover Coq. Simultaneously, a series of tactics are also designed to assist in the proof of geometric propositions. Based on the theoretical architecture and proof tactics, a universal and scalable interactive point geometry machine proof system, PointGeo, is built. In this system, any arbitrary point-geometry-solvable geometric statement may be proven, along with readable information about the solution's procedure. Additionally, users may augment the rule base by adding trustworthy rules as needed for certain issues. The implementation of the system expands the library of Coq resources on geometric algebra, which will become a significant research foundation for the fields of geometric algebra, computer science, mathematics education, and other related fields. [ABSTRACT FROM AUTHOR]

Ada Lovelace is widely regarded as an early pioneer of computer science, due to an 1843 paper about Charles Babbage's Analytical Engine, which, had it been built, would have been a general-purpose computer. However, there has been considerable disagreement among scholars as to her mathematical proficiency. This paper presents the first account by historians of mathematics of the correspondence between Lovelace and the mathematician Augustus De Morgan from 1840–41. Detailed contextual analysis allows us to present a corrected ordering of the archive material, countering previous claims of Lovelace's mathematical inadequacies, and presenting a more nuanced assessment of her abilities. [ABSTRACT FROM AUTHOR]

In many discussions of the ways in which abstraction is applied in computer science (CS), researchers and advocates of CS education argue that CS students should be taught to consciously and explicitly move among levels of abstraction (Armoni Journal of Computers in Mathematics and Science Teaching, 32(3), 265–284, 2013; Kramer Communications of the ACM, 50(4), 37–42, 2007; Wing Communications of the ACM, 49(3), 33–35, 2006). In this paper, we describe one way that attention to levels of abstraction could also support learning in mathematics. Specifically, we propose a framework for using abstraction in elementary mathematics based on Armoni's (2013) framework for teaching computational abstraction. We propose that such a framework could address an enduring challenge in mathematics for helping elementary students solve word problems with attention to context. In a discussion of implications, we propose that future research using the framework for instruction and teacher education could also explore ways that attention to levels of abstraction in elementary school mathematics may support later learning of mathematics and computer science. [ABSTRACT FROM AUTHOR]

Many interventions have been proposed to improve the retention and graduation rates of engineering students. One such intervention is to use study groups for first-year college students; such groups provide a structured environment in which the students can learn course material from each other outside of class and can provide the students with a sense of community. In this paper, we report on the impacts fostered by study groups in first-year mathematics courses on the odds of retaining and graduating engineering students. Students who participated in the study groups are compared to students of similar academic preparation who did not participate in such groups. It is found that student participation in study groups is significantly associated with the higher odds of being retained in engineering studies through the first 3 years of college. The results reported here are not as certain for the effect of study group participation on 5-year graduation odds for engineering students and some possible reasons for this are discussed. [ABSTRACT FROM AUTHOR]

In this paper, we discuss examples of assignments for a course in discrete mathematics for undergraduate students majoring in business informatics. We consider several problems with computer-based solutions and discuss general strategies for using computers in teaching mathematics and its applications. In order to evaluate the effectiveness of our approach, we conducted an anonymous survey. The results of the survey provide evidence that our approach contributes to high outcomes and aligns with the course aims and objectives. [ABSTRACT FROM AUTHOR]

This paper is concerned with identifying and assessing the impacts of various technologically enriched approaches to mathematics learning. Its purpose is to address the usefulness of emerging knowledge to enhance practice, and to contribute to theorizing about technology-based learning. Hence the main drivers are intentions to identify and elaborate on obstacles, errors, and unresolved problems on the one hand, and positives and insights on the other. The paper tells a cautionary tale about expectations of technology-enhanced learning, while simultaneously uncovering a rich base from which to theorize and test new appreciations of what is involved when students, technology, and mathematics connect in learning settings. A summary assessment is that this area still very much represents work in progress, but there is now a heightened realization, at least among those not transfixed by technological blindness, that the search for ultimate answers will require much greater exploration of machine–mathematics–learner relationships. [ABSTRACT FROM AUTHOR]

This paper describes an interdisciplinary project-based mathematics course linked to a computer technology course. The linkage encourages an appreciation of mathematics and technology as students see an immediate use for these skills in completing actual real-world projects. Linking mathematics and technology integrates subjects taught in traditional sections of discrete mathematics with skills and concepts acquired in traditional sections of introduction to computer technology. Placing these related subjects in parallel, we emphasize the linkages and practical applications between the two components. Through this association, students 1) gain comprehension of the relevance of the concepts articulated in both areas; 2) obtain better preparation to apply both skill sets in future academic undertakings; 3) learn finite mathematics; 4) gain basic skills of information technology; and 5) apply mathematics and technology to solve actual projects. The paper emphasizes these linkages by describing projects solved for actual organizations. [ABSTRACT FROM AUTHOR]

The main objective of the present paper is to expose the achievement of Superior Education in Cuba, particularly at Mathematics' Discipline in Technical careers, and discuss the influence of computer science technology and communication in the education changes that promote the third educational revolution in Cuba. [ABSTRACT FROM AUTHOR]

How the use of computers in mathematics classrooms was viewed by students in two middle years mathematics classrooms was the focus of the research described in this paper. The primary data sources consisted of questionnaires, classroom observations supported by videotaping of mathematics lessons, and interviews with two girls and two boys from each class. Thus both qualitative and quantitative methods were used. Girls viewed the computer-based lessons less favourably than did boys. In general, the boys were likely to believe that computers contributed to their experiencing pleasure in these lessons, and to making mathematics more relevant to them. Girls were typically more concerned about whether computers facilitated learning and enabled success in mathematics. The attitudes of students to computer-based mathematics were related to their views of computers. [ABSTRACT FROM AUTHOR]

In this paper we consider geometrical construction problems and their role in mathematical education. Owing to the main features of construction problems (accuracy in making conclusions, strict structure, rigorous language and constructivistic nature), they can be fruitfully used in teaching mathematics and computer science. We shall try to shed new light on construction problems, and show how they can be used in exercising mathematical rigor, but also for understanding and illustrating a range of mathematical and computer science theories. For these tasks, we emphasize the motivating role of software tools that can be used for interactive work. One such tool (WinGCLC) will be briefly presented. [ABSTRACT FROM PUBLISHER]