Initial Publication Date: October 21, 2023
The Struggle of Teaching Math Problems in a Computer Science Classroom
Xiaoyuan Suo (Sue), Computer and Information Sciences, Webster UniversityI specialize in teaching programming classes and have undertaken several projects related to instructing high-performance computing techniques and integrating them into STEM fields.
Over the course of my 14-year university teaching career, I've encountered countless instances where students show apprehension toward mathematical problems. In a rather notable case, a student expressed the opinion that I "do not have the right" to include math problems in a computer science test. The particular exam question that prompted this reaction was pretty simple—I asked for the result of 9 modulus 2.
Additionally, I've encountered students who self-identify as having "math disabilities" and request ADA accommodations. Another instance involved a student who threatened legal action if I presented any more math problems in class, saying that it imposed unnecessary mental stress, especially since they claimed the syllabus didn't emphasize a need to understand math problems in a computer science context. In this particular case, the Dean of Students intervened, and eventually the student withdrew from my class.
Addressing these challenges has been an ongoing effort. I've found that using graphical representations can somewhat help alleviate students' anxiety surrounding math problems. For instance, when talking about statistical problems, beginning with a visual aid like a bar chart or line graph, followed by practical, real-world examples, tends to engage students more effectively. I'm eager to learn from other instructors about any strategies or insights they've found effective in similar situations.