Abstract:
The aim of this qualitative study is to explore and describe the mathematical thinking
skills that students require for a first level programming subject that forms part of the
National Diploma in Information Communication Technology (ICT) at a University of
Technology (UoT).
Mathematics is an entry requirement for many tertiary programmes, including ICT
courses, unfortunately the poor quality of schooling in South Africa limits learners'
access to higher education. From the literature it is evident that students lack fluency
in fundamental mathematical and problem-solving skills when they enter higher
education.
In this study, the concept of programming thinking skills is explored, described and
linked to mathematical thinking skills. An instrument (Mathematical and Programming
Thinking Skills Matrix for the Analysis of Programming Assessment) has been
developed and used to analyse examination papers of a first-year programming
subject (at TUT) in order to identify mathematical skills as these appear in
programming assessments. Semi-structures interviews were conducted with first-year
programming lecturers, examiners and moderators. The literature as well and the
results of the analysed data indicated and confirmed that mathematical thinking skills
are extremely important when learning to program. The results of the study indicate a
strong relationship between mathematical thinking skills and programming thinking
skills.
The outcome of this study is therefore a set of mathematical thinking skills that needs
to be developed when compiling a mathematics curriculum for first level programming
students studying towards a National Diploma in ICT.
