Development of Students' Programming Abilities With the Means of Non-Programming Disciplines and Activities

Development of Students' Programming Abilities With the Means of Non-Programming Disciplines and Activities

Sakibayev Spartak Razakhovich (Zhetysu State University, Kazakhstan) and Sakibayeva Bela Razakhovna (Zhetysu State University, Kazakhstan)
DOI: 10.4018/978-1-7998-0238-9.ch007

Abstract

The chapter contains the results of the research dedicated to the topic that has not been given much attention so far in the professional literature – discovering effective ways of developing students' programming abilities with the means of non-programming disciplines and activities. The authors argue that the process of forming capacities of students in programming becomes effective if students participate not only in programming lessons themselves but also dedicate a significant amount of time to other academic disciplines and extracurricular activities such as solving number-theoretic and chess endgame problems. The authors find that these disciplines and activities provide efficient means for developing programming capacities and therefore, their methods are the essential prerequisites for programming course. The significance of the obtained results is that they provide an effective alternative approach to organization of programming teaching process in those educational institutions where the traditional methodology does not bring the desired pedagogical effect.
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Literature Review

Recently there has been published a vast amount of research dedicated to the topic of establishing the connection between mathematics and computer programming and the impact which mathematical abilities has on academic performance in computer programming. So Balmes (2017) studies the existing connections between mathematical and programming thinking and the impact which one type of thinking has on another. She states that mathematics is important for dealing with the programming courses as it improves the logical ability of students.

Mathews (2017) mentions that mathematics is a significant factor that contributes to the success in mathematics.

Lie, Hauge, and Meaney (2017) state that algorithmic constructs of computer programming are deeply connected with mathematical thinking.

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