I summarized my thoughts about Lisa Floyd’s presentation at the Bring IT, Together Conference like this.

Calculators are successful in Mathematics not because we learn how to write the code to create a calculator but because we use it to get a deeper understanding of non-trivial Mathematics

When I saw this in the program, I knew that I wanted to attend. **Lisa **has been doing a great deal of research into Mathematics and Computational Thinking and was a keynote a few years ago. I didn’t know what to expect but I was hoping for something other than a “Let’s do something cool in Scratch and then try to tie it into Mathematics or some other subject area”.

I wasn’t disappointed.

I’ve attended many a session like I described above. I always enjoy them (despite the sarcasm) but I always wonder about the claims of how students all understand coding and Mathematics as a result. Is that really true?

I was hoping that this wouldn’t be another like that. Plus the fact that she mentioned Scratch * AND *Python was intriguing.

As she notes, “Ontario does not have coding in K-8”. Of course this is true but we sure have all kinds of Mathematics! She gave us a number of different examples featuring Geometric Art, Gtowing Patterns, Plotting on a Grid, Probability, … In the presentation, she gave us lots of examples and talked us through the process that she uses.

None of the examples started with a blank screen! She stressed the concept of having students remix her content. By running what she distributes, the students see a Mathematical concept and then their understanding is pushed and enhanced by working with the code to make things something better.

Her approach is very visual by showing the results of the program and then takes on the Mathematics concepts. Tweak this, change that, what happens when you do this? How can you make the output look like this. The primary focus was purely on the Mathematics and the coding was secondary. It was a refreshing approach.

Lisa’s approach was cemented for me on the Friday. I attended a session where we were programming robots using a drag and drop language specifically written for those robots. We were to program them to do a task without knowing just what was happening. Often the tool that we needed was in another menu and we were encouraged to try some numbers to see how far in one direction we could make it go. Turning wasn’t a matter of turning 90 degrees, but applying force onto one wheel going in one direction while the other went in the other direction. We eventually figured it out but lost considerable time in the process. There were something like six groups in the room and nobody got the right answer; some were closer than others. Lisa’s concept of remixing would have fit right in.

I really do like her approach. I made myself another note…

Instead of debugging the program, she could spend time debugging the Mathematics involved…

You can check out some of the examples she used, in Scratch, on her **website**. Type the URL correctly; Lisa notes that a person with a similar spelling as chosen a different career path.

I had an opportunity to interview Lisa. You can read it **here**.

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