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Title:
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COMPLEMENTARY COGNITION: IMPROVING STEM STUDENT MATHEMATICAL SELF-EFFICIACY AND UNDERSTANDING BY TEACHING PROGRAMMING |
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Author(s):
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Geoffrey A. Wright |
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ISBN:
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978-972-8924-78-2 |
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Editors:
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Piet Kommers and Pedro Isaías |
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Year:
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2009 |
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Edition:
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2 |
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Keywords:
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Technology Programming Mathematics Self-Efficacy |
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Type:
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Short Paper |
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First Page:
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90 |
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Last Page:
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94 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Mathematics has long been a core ability in engineering, as noted by the American Society for Engineering Educations
mathematics division. The Cold-War era space race pushed engineering awareness, mathematical, and scientific ability
to the fore of our educational system. And yet, the United States exited the 20th century in a quandary over the status of
its educational progress. An international Trends in Mathematics and Science Study in 1995 revealed that the U.S. fell
behind its industrialized counterparts in advancing mathematical and scientific skills as students progressed in their
educational careers. This study seeks not only to increase student self-efficacy and interest in technology engineering
classes, but to demonstrate how technology engineering courses can greatly impact student mathematical abilities and
self-efficacy. The purpose of this research is to examine the effect learning computer programming has on junior and
high school students mathematical ability and self-efficacy. We believe a students ability, motivation, and confidence to
learn mathematics is enhanced by learning to program, which consequently influences their willingness and capability to
engage in engineering curricula. |
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