Re: [Edu-sig] K–12 Computer Science Framework -- k12cs.org

[kirby urner]

On Wed, Oct 19, 2016 at 11:52 AM, Wes Turner  wrote:


>
>
>> Here's my main question:  will already on-the-job math
>> teachers get it together to offer these "specialized courses"
>> that include significant amounts of programming?
>>
>
> What incentives are there (beyond the obvious utility of CS skills in most
> career fields)?
>
>
Yeah, good question, what would incentivize a high school
math teacher to want a new credential, if that's even what
we're talking about.  Why venture off the beaten path when
our current curriculum seems so well-established and nailed
down?

The most obvious answer is job retention i.e. if students
are free to vote with their feet and gravitate to those for-math-
credit classes where coding features, those not prepared to
including coding could lose traction?

Won't Jack and/or Jill choose "computer math" once offered?
That's an empirical question for which relevant #bigdata sets
might be sought.  Let the polling begin. Help students at least
consider the possibilities.

What I hear a lot is "if math teachers learn to program
they'll re-enter the job market to grab a job with higher pay."
That may be something of a myth though.  Of course
that happens, but many find teaching rewarding enough
as a career, especially if it features professional development.
In any case, the plan to attract computer science teachers
in greater numbers would face exactly the same issue.

What I expect will happen in Oregon is this new elite breed
of computer math teachers will develop an esprit de corps
that includes blessing its veterans wishing to turn five years
of teaching and developing skills on the job, into some other
careers, just as people in other careers might want to give
teaching a try after acquiring experience in industry.  I have
no problem with such a revolving door in principle, also a
feature in higher ed.

Kirby
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Re: [Edu-sig] K–12 Computer Science Framework -- k12cs.org

[kirby urner]

Hi Wes --

I'm in agreement with points 7 & 8 in:

https://code.org/files/Making_CS_Fundamental.pdf

i.e. the policy of making compsci courses count
towards math requirements.

NCTM has endorsed this approach as well, though
maybe only luke-warmly.

The above paper,  Making Computer Science
Fundamental to K–12 Education: Eight Policy Ideas.
is linked from:

https://k12cs.org/implementation-curriculum-course-pathways-and-teacher-development/

wherein it's suggested high schools offer "specialized courses"
in addition to AP CS.  That leaves the door open for
some much needed innovation and curriculum development
(what role will the teachers themselves play in that?).

Here's my main question:  will already on-the-job math
teachers get it together to offer these "specialized courses"
that include significant amounts of programming?

Example titles these high school math teachers might use:

Hacking Math Class by Peter Farrell
http://www.farrellpolymath.com/  (uses Raspberry-Pi)

Mathematics for the Digital Age & Programming
in Python by Litvin & Litvin
http://www.skylit.com/mathandpython.html

Doing Math with Python by Amit Saha
https://www.nostarch.com/doingmathwithpython

In other words, what public policies will enable / empower
math teachers to shift gears and get certification to teach
these specialized compsci-like courses?

As a consultant to the Oregon legislature, and lobbyist,
I'm keen to provide such opportunities to Oregon's math
teachers, in part so we don't have to wait for an all new
compsci faculty to boot itself up within every high school.

That'll take longer than offering free professional devel-
opment to the math teachers we've already got.  It's not
either / or.

https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-c0faf0a6efe6#.7wj2ik8o3

Thoughts?

Kirby

PS:  also, yes to teaching unit testing, testing in general, early.
That's part of the "check your work" ethic already prevalent in
math teaching.  I show that approach in action here, about
composition of functions.

https://github.com/4dsolutions/Python5/blob/master/Abducted!.ipynb
(see code cell #5)
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Re: [Edu-sig] K–12 Computer Science Framework -- k12cs.org

[Wes Turner]

On Mon, Oct 17, 2016 at 7:37 PM, Wes Turner  wrote:
> There is a new K–12 Computer Science Framework:
> [...]
>
> - Additionally,
>   I can't help but wonder whether it makes sense it start with TDD
> (Test-Driven Development) first when teaching Python (and STEM, and CS, in
> general).

Hello World with TDD (and links to {Wikipedia, DBPedia} concept URIs):
https://westurner.org/2016/10/17/teaching-test-driven-development-first.html

import unittest

class TestHelloWorld(unittest.Testcase):

def setUp(self):
# print("setUp")
self.data = {'name': 'TestName'}

def test_hello_world(self, data=None):
if data is None:
data = self.data
name = data['name']
expected_output = "Hello, {}!".format(name)
output = hello_world(name)
assert expected_output == output
self.assertEqual(ouput, expected_output)

 # def tearDown(self):
 #print("tearDown")
 #print(json.dumps(self.data, indent=2))
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