To Örebro University

This dissertation aims to contribute to theoretical development and deepen the understanding of the role of programming in mathematic seducation. It explores the opportunities that visual programming offers young students to engage in mathematizing. The study approaches this from two complementary perspectives: programming as a goal of mathematics education and programming as a means for supporting mathematical development. Through iterative classroom interventions, the mathematizing of first-grade students’ programming was closely observed, providing detailed insights and enabling fine-grained analysis.

The theoretical contribution presents mathematizing as a framing concept for understanding students’ programming within mathematics education. Viewing programming through this lens clarifies its relevance to mathematics education. This is significant for researchers and teachers, helping them understand how to integrate programming into their teaching. By applying horizontal and vertical mathematization, the distinction between programming as a goal and as a means is elaborated.

The findings show how students demonstrate skills in problem formulation, complex problem-solving, and connecting multiple mathematical concepts into meaningful structures. However, the results also highlight challenges and limitations: using a programming environmental one does not guarantee engagement in problem-solving, and the choice of programming environment shapes the opportunities students have to explore mathematical concepts. These findings stem from positioning students at the center, and they carry significant implications for teaching practice.