Basics in Imperative Programming with CAS

Karl Josef Fuchs / Eva Vasarhelyi

CADGME Pecs, 21.6.2007

0. Contents

1. Informatics Education – A discipline between theory and practice

2. Theory: Motive, idea and concepts 2.1 Genetic approach 2.2 Fundamental Ideas

modelling, modularization data- / control structures

3. Practice: System- / Applying - competences 3.1 Editing / Organizing Information 3.2 Roundups through leaflets 3.3 Extendes Exercises

0. Contents

4. Prospective Intentions Functional Modelling with CAS

1. Informatics Education – A discipline between theory and practice

Following:

Fuchs (2006): CAS – New perspectives in mathematics and information technology teaching. In: Learning in Europe (Fothe, Hermann, Zimmermann, eds.), S. 113ff

Fuchs (2005): How strict may, should, must the borders be drawn? In: Innovative concepts for Teaching Informatics (Antonitsch, Micheuz, Mittermair eds.), S. 7ff

2. Theory: Motive, idea and concepts

2.1 Genetic approach(following: Wittmann (2002): Grundfragen des Mathematikunterrichts. vieweg, S.

130ff and Führer (1997): Pädagogik des Mathematikunterrichts. Vieweg, S. 46ff)

‚Real life‘ Problems Office Building (organizational assignments) Toto – Betting on Soccer / Euromillion Air Pollution Exercises: Welding Robot, Country Code Plate,

Scoring Judge

2. Theory: Motive, idea and concepts

2.1 Genetic approach

Applied Mathematics Cryptology Exercises: Code Scheme, Text Processing, Binary

Number

2. Theory: Motive, idea and concepts

2.2 Fundamental Ideas(Following: Bruner (1996): The Process of Education. MA Press and criteria:

Schwill(1993): Fundamentale Ideen der Informatik. Zentralblatt für Didaktik der Mathematik)

Modelling Modelling – Programming – Stepwise Implementation

• Posing the problem / Analysis• (Structured) Coding

2. Theory: Motive, idea and concepts

2.2 Fundamental Ideas Modelling

Modelling – Programming – Stepwise Implementation

• Testing• Refinements

Comments on data- / control structures

Array:

2. Theory: Motive, idea and concepts

2.2 Fundamental Ideas Modelling

• Comments on data- / control structures

Branching / Repeating:

2. Theory: Motive, idea and concepts

2.2 Fundamental Ideas Modelling

• (Designing) Refinements: Message Boxes

2. Theory: Motive, idea and concepts

2.2 Fundamental Ideas Modelling

• Consequently graphical representations through structograms(Following: ‚GOTO – Free‘ Nassi / Shneiderman symbols)

2. Theory: Motive, idea and concepts

2.2 Fundamental Ideas Modularization(Following: Schwill(1993): Fundamentale Ideen der Informatik. Zentralblatt

für Didaktik der Mathematik)

3. Practice: System- / Applying competences

3.1 Editing / Organizing Information

3. Practice: System- / Applying competences

3.1 Editing / Organizing Information

3.2 Roundups through leaflets

3. Practice: System- / Applying competences

3.3 Extended Exercises

3. Prospective Intentions

Functional Modelling / Programming Feedback of

CADGME – Initiative / Casio – Booklet IFIP – Conference

(Following lectures: Fuchs: Functional Thinking - A Fundamental Idea in teaching

Computer Algebra Systems and Micheuz, Fuchs, Landerer: Misson Possible - Computers in "Anyschool" )