The visual mind: art and mathematics
The visual mind: art and mathematics
Symmetry in chaos
Pair Programming Illuminated
Communications of the ACM - Self managed systems
A systematic approach to active and cooperative learning in CS1 and its effects on CS2
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Why students drop out CS1 course?
Proceedings of the second international workshop on Computing education research
Investigating the viability of mental models held by novice programmers
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Proceedings of the third international workshop on Computing education research
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Teaching computer science in context
ACM Inroads
Student and faculty attitudes and beliefs about computer science
Communications of the ACM
Experience report: CS1 for majors with media computation
Proceedings of the fifteenth annual conference on Innovation and technology in computer science education
Experiencing programming assignments in CS1: the emotional toll
Proceedings of the Sixth international workshop on Computing education research
Does contextualized computing education help?
ACM Inroads
Proceedings of the 42nd ACM technical symposium on Computer science education
Investigating the effective implementation of pair programming: an empirical investigation
Proceedings of the 42nd ACM technical symposium on Computer science education
IEEE Transactions on Education
Classroom explorations in 3D stereoscopy (S3D)
Journal of Computing Sciences in Colleges
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This paper describes the use of algorithmic art as a context for teaching programming and computational thinking. We show how students can learn to apply mathematics and computer programming to create algorithmic art, and we record changes in their understanding and attitudinal responses toward computer science. The power of this approach lies in the relationship between image and algorithm combined with the fact that visual images are easily understood and enjoyed by most students. The images give clear and immediate feedback about the structure and behavior of the algorithm being explored. Going the other way, the goal of creating a specific visual effect, challenges the student to understand the implication of a given programming or mathematical construct.