1. Govender, I. & Grayson, D. (2006). Learning to program and learning to teach programming: A closer look. Paper presented at the 2006 World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA2006), Orlando, Florida.

2. I NTRODUCTION Learning to program and learning to teach programming has been problematic for introductory students and pre- service teachers for a long time. Problem solving is a key aspect of programming. Research objectives: to examine the experiences of learners learning programming; to determine the issues related to teacher education in computer programming; to evaluate instructional methodology.

3. B ACKGROUND AND RELATED R ESEARCH Thomas and Upah (1996): A strong relationship between the processes of problem solving and computer programming; Problem solving in programming which requires a series of sequential steps that are similar to Polya’s method for solving problems in mathematics (Polya, 1957). It is a possible reason why most universities admit students to computer science provided they have a mathematical background. Schoenfeld (1985) suggests that “the ability to solve problems” was taken as an operational definition of understanding.

4. B ACKGROUND AND RELATED R ESEARCH However, not much evidence has surfaced to prove mathematics as a requirement for programming. Subsequent studies show that typical instruction and testing provide little opportunity for students to demonstrate the breadth and depth of their misconceptions. In most testing situations, students are asked to work problems similar to those they have been trained to solve. The key issue that seemed to impact on programming ability is the problem solving skill.

5. T HE S TUDY Research hypotheses/questions: To what extent is math essential to successful computer programming? Students’ problem solving ability using a programming language was weak. Is sufficient guidance given to students to solve problems in programming? Participants: 40 students in the 10th grade starting to learn to program. 35 students in the 12th grade. 20 pre-service teachers learning to program over 2 semesters.

6. T HE S TUDY Data sources from researchers’ personal notes and results of a pilot study. Three questionnaires were used: The background knowledge of pre-service teachers. Problem solving steps of per-services teachers and 12 th students. The experiences of learning and teaching. The pre-service teachers were interviewed. The teaching in the classroom of 10 th and 12 th were video taped.

7. R ESULTS AND D ISCUSSION Mathematical ability and successful programming Approximately 50% students with higher scores than others in mathematics performed poorly. High achievement scores in Mathematics is not necessarily an indication of good programmers. Schoenfeld’s (1985): typical instruction and testing (test familiar problems) do not reflect one’s problem solving ability. However, it appears that good problem solvers in mathematics would invariably be good programmers.

8. R ESULTS AND D ISCUSSION Students’ problem solving processes Popular processes: reading and studying worked examples, discussing how to solve a problem with a peer, watching the teacher go over the work, discussing how to solve a computer Unpopular processes: learning off by heart how to solve particular problems, matching previously done problems.

9. R ESULTS AND D ISCUSSION Students’ problem solving processes The hypotheses that students problem solving ability is low was confirmed. Students struggled understanding the requirements correctly and devising a plan. Students began coding almost immediately without planning the solution. Problem-solving activities that require more than routine calculations and open-ended activities. to teach the technique of problem solving within the context of computer programming.

10. R ESULTS AND D ISCUSSION Facilitating problem solving Studies involving programming instruction indicate that the attainment of objectives such as transfer and increased problem-solving abilities are dependent on instructional methodology (Reed & Palumbo, 1991). Teachers places not much emphasis on planning the solution to a problem. Therefore, students ’ problem solving ability is low. Developing a thinking process is core to programming (Thompson, 2003).

11. C ONCLUSION According to the hurdles faced, introducing the technique of problem solving at an early stage is essential. Programming topics should be problem-driven. new programming constructs should be introduced to meet the need of the problem task. Teachers should remember that technical tools and visualizations are just learning aids and materials. The key is the development of problem solving skill. Astrachan (2004) that teaching programming by demonstration.