Supporting Students’ Mathematical Problem Solving Through Computational Thinking and Programming: A Use-Modify-Create Approach

This chapter explores a Use-Modify-Create approach in assisting students’ mathematical problem-solving skills through mathematical thinking (MT), computational thinking (CT), and programming activities. The approach aims to gradually introduce students to new challenges and concepts through three stages of learning: Use, modify and create, within a mathematical educational context. The research design is a case study conducted in the context of a first-year undergraduate course on programming with applications in mathematics. Data collection involves participant observation of students’ mathematical problem solving, wherein the researcher assumes the roles of teacher and group activity facilitator. The observations are carried out in eight separate sessions with students at the undergraduate level, solving a mathematical task. Data analysis adopts an inductive strategy based on the interplay between the Use-Modify-Create framework and the empirical data. The main findings of the study are threefold. Firstly, the connections between MT, CT, and programming prove weak for most students. Secondly, while some students claim that the Use-Modify-Create approach has supported their understanding to some extent, its overall impact remains unclear. Thirdly, the teacher’s role as a mediator and facilitator is crucial to students’ progress. Implications drawn from the results aim to enhance students’ mathematical problem-solving skills through better design and implementation of the Use-Modify-Create approach, particularly in integrating MT, CT, and programming.