I am not good at math, then I am not good at programming: Students' affective bodying with programming at school

About the project

The project is looking at material-discursive and affective dimensions of computer programming at school. I am exploring how programming is being introduced at school, particularly in science and mathematics classrooms. This is done by examining how 7-9 grade students' programming identities have been constituted and how this affects students' engagement and interest in programming activities. I am particularly interested in how available material-discursive practices around programming at the different scales of school institutions are forming and transforming students' identities and are opening or closing possibilities for students' empowerment and engagement in programming learning. The project aims to explore how we could imagine programming otherwise so that different relations among students and programming can be produced. The project also aims to explore how programming practices could be deeply connected to matters of care for the Earth.

Ideas and results within this project have been presented at the following conferences:

• Mathematics Education and Society conference, Sao Paulo, Brazil (2023)
• CIEAEM 74 - Mathematics and practices: Actions for futures (2023).
• 10th Teaching and Learning of Calculus and Economics, Finance Education Conference. Universidad Industrial de Santander, Bucaramanga, Colombia (2024).
• Visiting researcher, Pedagogical and Technological University of Colombia, Tunja, Colombia (2024).
• The 27th ICMI Study: Mathematics Education and the Socio-ecological, Ateneo de Manila University, Philippines. (2025).

Research group

The project is part of the research group Studies in Science, Environmental and Mathematics Education (SISEME).