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Enriching Elementary School Mathematical Learning with the Steepest Descent Algorithm

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  • Roberto Araya

    (Centro de Investigación Avanzada en Educación, Instituto de Educación, Universidad de Chile, Santiago 8320000, Chile)

Abstract

The steepest descent (or ascent) algorithm is one of the most widely used algorithms in Science, Technology, Engineering, and Mathematics (STEM). However, this powerful mathematical tool is neither taught nor even mentioned in K12 education. We study whether it is feasible for elementary school students to learn this algorithm, while also aligning with the standard school curriculum. We also look at whether it can be used to create enriching activities connected to children’s real-life experiences, thus enhancing the integration of STEM and fostering Computational Thinking. To address these questions, we conducted an empirical study in two phases. In the first phase, we tested the feasibility with teachers. In a face-to-face professional development workshop with 457 mathematics teachers actively participating using an online platform, we found that after a 10-min introduction they could successfully apply the algorithm and use it in a couple of models. They were also able to complete two complex and novel tasks: selecting models and adjusting the parameters of a model that uses the steepest descent algorithm. In a second phase, we tested the feasibility with 90 fourth graders from 3 low Socioeconomic Status (SES) schools. Using the same introduction and posing the same questions, we found that they were able to understand the algorithm and successfully complete the tasks on the online platform. Additionally, we found that close to 75% of the students completed the two complex modeling tasks and performed similarly to the teachers.

Suggested Citation

  • Roberto Araya, 2021. "Enriching Elementary School Mathematical Learning with the Steepest Descent Algorithm," Mathematics, MDPI, vol. 9(11), pages 1-15, May.
  • Handle: RePEc:gam:jmathe:v:9:y:2021:i:11:p:1197-:d:561816
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    References listed on IDEAS

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    1. Jared M. Diamond, 2002. "Life with the artificial Anasazi," Nature, Nature, vol. 419(6907), pages 567-568, October.
    2. Araya, Roberto & Arias Ortiz, Elena & Bottan, Nicolas L. & Cristia, Julian P., 2019. "Does Gamification in Education Work?: Experimental Evidence from Chile," IDB Publications (Working Papers) 9697, Inter-American Development Bank.
    3. Arias Ortiz, Elena & Cristia, Julian P. & Cueto, Santiago, 2020. "Learning Mathematics in the 21st Century: Adding Technology to the Equation," IDB Publications (Books), Inter-American Development Bank, number 10550, December.
    4. Joshua M. Epstein & Robert L. Axtell, 1996. "Growing Artificial Societies: Social Science from the Bottom Up," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262550253, April.
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    Cited by:

    1. Roberto Araya, 2023. "Connecting Classrooms with Online Interclass Tournaments: A Strategy to Imitate, Recombine and Innovate Teaching Practices," Sustainability, MDPI, vol. 15(10), pages 1-25, May.

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