Classroom games & activities that motivate exploration of foundational understandings of mathematics concepts while inadvertently scaffolding Computational Thinking and engineered design

Abstract

iMPaCT-Math is an approximate acronym for Media-Propelled Computational Thinking for Mathematics Classrooms, which fairly reflects our ambitions - that engagement with graphical programming challenges that focus student attention towards exploring mathematics principles will propel students towards exploration of science, computational thinking and engineered design. iMPaCT-Math consists of threaded sequences of games and project-based-learning activities that can be infused infusion within conventional high school and college mathematics courses. Our studies have enabled us to rethink how computation can engage students as active learners of mathematics, and enhance their appreciation of what they can accomplish with their own growing skills. In iMPaCT-Math exercises, students explore, modify and extend tiny programs that render graphics using algorithms that expose foundational mathematical concepts in an intuitive manner. The enrichment exercises are designed to provide visceral, real-world intuition for the textbook abstractions of math concepts such as slope, intercepts, and acceleration. iMPaCT-Math is being developed at the University of Texas at El Paso, a primarily Hispanic- Serving Institution serving the bi-national El Paso - Ciudad Juarez metropolitan area. iMPaCTMath's first substantial dissemination is to Algebra-1 classrooms in two El Paso high schools during the 2011-2012 academic year and will affect the education of approximately five hundred students. In this paper, we describe iMPaCT-Math's pedagogy, project objectives, methods and underlying theory in the context of an overview of iMPaCT-Math activities for Algebra-1 classrooms. © 2012 American Society for Engineering Education.