Texas Mathematics Teacher Spring/Summer 2020 - 20

Coding as a Platform for Mathematics and Productive Struggle

The recorded values were divided in half and a sum (in
seconds) for the total sequence was generated. The percent
of the total sequence represented by each colored light
was also calculated. These values would be used later to
set the timing for the model traffic light (reducing each
value by half, shortened the time required to view the
entire sequence).

Figure 2. Blink Sketch
Walking Through the Experience
As the MTA participants arrived in the computer lab, the
combined video clips were playing on the large display at
the front of the lab. Each individual received a copy of the
Traffic Light Observation and Data Gathering worksheet
(Figure 3).

Figure 3. Traffic Light Observation and
Data Gathering worksheet
The instructor encouraged participants to identify a
partner and to sit adjacent to the partner in the lab; each
pair was assigned a specific traffic light video clip. One
member of each pair logged into a computer on which
the pair would complete the experience and navigated
to the assigned video clip. Partners worked together to
watch the assigned video clip and complete the Traffic
Light Observation and Data Gathering worksheet. In
order to complete the data worksheet, each pair timed and
recorded the length, to the nearest whole second, of each
of the lights in the sequence (red, yellow, and green).

| Spring/Summer 2020

As the pairs concluded their data gathering and
calculations, each pair received an Arduino kit and
individual copies of printed instructions to build a circuit
with one LED (see Figure 2). In addition to the printed
documentation, participants viewed a completed circuit
displayed via a document camera on the large screen
at the front of the lab. When finished with the circuit
construction, the pairs connected their Arduinos to the
computers with USB cables, which provided power to
the circuit boards and later in the experience will permit
the transfer of instructions from the computers to the
Arduinos. In this instance, the Sketch that provided
instructions to make the LED blink off and on was
preloaded; if the circuit was built correctly, the LED
would automatically begin to blink. If the LED did
not blink, carefully prepared questions such as "What
can you do to troubleshoot your situation?" were used
by the instructor to engage the pair in identifying the
element in the build that was incorrect. This established
a pattern that would be followed for the remainder of
the experience-when participants asked questions,
the instructor responded with additional questions that
required the participants to identify potential problemsolving steps or ask additional questions, both of which
are critical elements of productive struggle. The successful
completion of this step generated great enthusiasm among
participants. Pairs were encouraged to reflect on their
experiences until all pairs had successfully completed the
initial circuit construction.
At this stage of the experience, a brief introduction and
explanation of the coding environment took place. Each
participant was given a handout of the code for reference
(see Figure 3). MTA participants were led through the
Sketch line-by-line. Explanations of the coding vocabulary
and syntax were provided by the instructor. Specifically,
the coding instructions that turned the LED on, timed the
duration the LED was on, and then turned the LED off,
received heightened attention. These lines were modified
multiple times and transferred to the Arduino so that
participants gained experience altering and reloading
instructions to the Arduino.

"For most attending teachers,

working with the Arduino kit was
a new experience and provided
multiple opportunities to
experience productive struggle..."
Texas Mathematics Teacher

Texas Mathematics Teacher Spring/Summer 2020

Table of Contents for the Digital Edition of Texas Mathematics Teacher Spring/Summer 2020