Self-Reported Programming Learning Difficulties Among Pre-Service Mathematics Teachers: Evidence from an Algerian Teacher-Education Context Būsimų matematikos mokytojų patiriami programavimo mokymosi sunkumai: Alžyro mokytojų rengimo programos duomenys
Domain:
educationRecord type:
paper
Creator:
Sar
Publisher:
Vil
Host:
This study examines self-reported programming difficulties among 247 pre-service mathematics teachers in Algeria. By using a context-adapted Arabic questionnaire, the paper found that difficulties were better described as conceptual and application/debugging-related patterns. Debugging, theory-to-practice transfer, and coding frustration were the main challenges. The findings point to guided practice, explicit debugging support, mathematics-linked tasks, and differentiated support. The study contributes to teacher education and programming education research by highlighting how programming difficulties in non-specialist mathematics teacher education are shaped more by application and debugging challenges than by conceptual understanding alone.
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