Young Children, Mathematics, and Coding: A Low Floor, High Ceiling, Wide Walls Environment

George Gadanidis (Western University, Canada)
Copyright: © 2015 |Pages: 329
EISBN13: 9781466681019|DOI: 10.4018/978-1-4666-6497-5.ch015
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Abstract

In recent years, there have been renewed calls for young children to learn to code, using computer programming environments that offer low floor, high ceiling, wide walls coding experiences. That is, students engage with coding with minimal prerequisite knowledge, have opportunities to explore more complex coding concepts and problems, and can pursue many different interests and for a wide audience. This chapter considers how a low floor, high ceiling, wide walls learning environment may be used to couple coding with mathematics, so as to provide young children both a meaningful context for coding and a rich mathematics learning experience. Using cases from classroom-based research and math and coding apps currently under development, the discussion is organized around two questions: (1) How might we design low floor, high ceiling, wide walls mathematics experiences for young children? and (2) How might coding be used to model mathematics concepts and relationships?
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