1. Coding in Maths Class - Structure and Play
Jared Hockly
Ngã Puna o Waiõrea

2. Mahi inãianei (starter)
if (you have a device)
get it connected
goto
else
Make friends with someone
who has(device) == TRUE
while(you are idle)
attempt the starter
Mahi inãianei (starter)
How would you space out 6 discs nicely inside the red space?

3. Ko wai ake matau? Ko Te Aroha te maunga Ko Waikato te awa
Kei te noho ahau i te Tamaki Makaurau inaianei
Ko Nga Puna o Waiorea te kura
Ko Jared taku ingoa
Margaret and John Kalman trust – teacher fellow
… and for a while I’ve been interested in coding and maths and stats learning.

4. The Why
In the world of coding, knowing maths allows us to do more things
Coding platforms can provide an environment to develop mathematical thinking – to play
Digital technologies curriculum
Computational thinking CT in the NZC
Common content, big ideas, ways of working?

5. Task 1: Spacing discs Spacing training task click the commands
(un automated programme)
b) Spacing disks
Programme task

6. Thinking about how to teach coding – some structure
Words from Sue Sentence
Predict – given a working program, what do you think it will do? (at a high level of abstraction)
Run – run it and test your prediction
Investigate (Explain) – get into the nitty gritty. What does each line of code mean? (low level of abstraction). I’m not sure that explain is quite the right term.
Modify – edit the program to make it do different things (high and low levels of abstraction)
Make/Create/Design – design a new program that uses the same nitty gritty but that solves a new problem.  I had always called this Create, and it is certainly creative but reading Tedre & Denning’s recent paper caused me to change this to Design, as a key computational thinking skill.
for-teaching-programming-in-school/

7. Task 2: Factor finding Understand the programme
Improve it to run faster
PRIMM

8. Task 3: Wizard-frog vs Space-dog
Fix the programme to fit the graph