Bridging Mathematics and Computer Science through Threshold Concepts

Autor/in	Farjudian, Amin
Titel	Bridging Mathematics and Computer Science through Threshold Concepts
Quelle	In: IEEE Transactions on Education, 66 (2023) 2, S.139-145 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farjudian, Amin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2022.3200162
Schlagwörter	Mathematics Education; Computer Science Education; Concept Formation; Curriculum Development + Suchen Sie Ihr Suchwort? Mathematische Bildung; Computer science lessons; Informatikunterricht; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Contribution: Using threshold concepts as the framework for curriculum design, a project on neural network methods for solving differential equations is presented, with a rich set of transformative concepts from mathematics and computer science. Projects of this kind complement a typical curriculum with expertise that is crucial for critique and fundamental development of modern machine learning. Background: The curricula of many schools of mathematics and computer science present a relatively shallow introduction to the other subject. Student projects, on the other hand, provide an effective environment for interdisciplinary research between the two disciplines. Intended Outcomes: Providing students from computer science and mathematics the opportunity to obtain a deeper understanding and appreciation of the other subject, beyond the confines of the school curriculum. Application Design: The project contains tasks that require acquisition, not just of knowledge, but also of effective strategies and mental models, relevant to a set of transformative concepts from both disciplines. The tasks require a spectrum of activities, ranging from rigorous theoretical work to coding. Findings: Although the theory of threshold concepts needs further development, the existing paradigms provide a helpful framework for curriculum design. The continuous formative assessment proved effective in monitoring the participants' journeys through the liminal state. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01