Laura Gini-Newman is an educational mathematics specialist and consultant to schools and school boards around the world. Over the course of several months, she and Hatch co-founder, Peter Kuperman, mapped the many ways in which coding helps with success in the learning of mathematics. This work was undertaken as part of the Hatch Leadership Team initiatives to research the impact of innovation in industry on learning in the classroom.
They asked themselves the question "How helpful is coding in achieving success in mathematics?" Their answer has many layers. See some of what they wrote, below.
To be a competent mathematical thinker, a person needs to possess a broad range of abilities to think, act and communicate to effectively solve challenging, often unfamiliar, problematic tasks across a range of contexts, situations and purposes involving mathematics (PISA definition of mathematical literacy). Although the usefulness of mathematics is more obvious to many when a person is required to act or communicate mathematically, thinking is at the core of all mathematical competencies and success. Since a person cannot think, act or communicate effectively without possessing a strong ability to think critically, both mathematical and coding success are highly dependent on the development of these thinking competencies. A synthesis of the mathematical skills or competencies identified by educational ministries and post-secondary educational institutions across Canada, in the American Common Core Standards of Practice, as well in Asia, Australia and the United Kingdom suggests 10 key thinking competencies are needed to proficiently think, act and communicate mathematically. Interestingly, these same competencies are applied in the practice of coding. As such, learning to code helps students learn how to be successful in mathematics and vice versa.