In coding, a sequential set of instructions is executed in order.
Coding can support students in developing a deeper understanding of mathematical concepts.
Coding can include a combination of pseudocode, block-based coding programs, and text-based coding programs.
Students can program for various agents such as a pixelated image on a screen, a classmate acting out the code when appropriate, or a physical device (e.g., robot, microcontroller).
Students can decompose large problems into smaller tasks and develop sequential steps to accomplish each sub-task.
read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcomes
Changing the sequence of instructions in code may produce the same outcome as the original sequence, but it may also produce a different outcome. It is important for students to understand when the order matters.
Similarly, for some mathematical concepts, the sequence of instructions does not matter, as illustrated by the commutative property of addition (e.g., 6 + 3 = 3 + 6). For other concepts, the order does matter; the commutative property does not work for subtraction (e.g., 6 − 3 is not the same as 3 − 6).
Altering code can develop students’ understanding of mathematical concepts. Altering code is also a way of manipulating and controlling the outcomes of the code.