1. Basics in Imperative Programming with CAS Karl Josef Fuchs / Eva Vasarhelyi CADGME Pecs, 21.6.2007

2. 0. Contents 1. Informatics Education – A discipline between theory and practice 2. Theory: Motive, idea and concepts  2.1 Genetic approach  2.2 Fundamental Ideas modelling, modularization data- / control structures 3. Practice: System- / Applying - competences  3.1 Editing / Organizing Information  3.2 Roundups through leaflets  3.3 Extendes Exercises

3. 0. Contents 4. Prospective Intentions  Functional Modelling with CAS

4. 1. Informatics Education – A discipline between theory and practice Following: Fuchs (2006): CAS – New perspectives in mathematics and information technology teaching. In: Learning in Europe (Fothe, Hermann, Zimmermann, eds.), S. 113ff Fuchs (2005): How strict may, should, must the borders be drawn? In: Innovative concepts for Teaching Informatics (Antonitsch, Micheuz, Mittermair eds.), S. 7ff

5. 2. Theory: Motive, idea and concepts 2.1 Genetic approach (following: Wittmann (2002): Grundfragen des Mathematikunterrichts. vieweg, S. 130ff and Führer (1997): Pädagogik des Mathematikunterrichts. Vieweg, S. 46ff)  ‚Real life‘ Problems Office Building (organizational assignments) Toto – Betting on Soccer / Euromillion Air Pollution Exercises: Welding Robot, Country Code Plate, Scoring Judge

6. 2. Theory: Motive, idea and concepts 2.1 Genetic approach  Applied Mathematics Cryptology Exercises: Code Scheme, Text Processing, Binary Number

7. 2. Theory: Motive, idea and concepts 2.2 Fundamental Ideas (Following: Bruner (1996): The Process of Education. MA Press and criteria: Schwill(1993): Fundamentale Ideen der Informatik. Zentralblatt für Didaktik der Mathematik)  Modelling Modelling – Programming – Stepwise Implementation Posing the problem / Analysis (Structured) Coding

8. 2. Theory: Motive, idea and concepts 2.2 Fundamental Ideas  Modelling Modelling – Programming – Stepwise Implementation Testing Refinements  Comments on data- / control structures Array:

9. 2. Theory: Motive, idea and concepts 2.2 Fundamental Ideas  Modelling Comments on data- / control structures Branching / Repeating:

10. 2. Theory: Motive, idea and concepts 2.2 Fundamental Ideas  Modelling (Designing) Refinements: Message Boxes

11. 2. Theory: Motive, idea and concepts 2.2 Fundamental Ideas  Modelling Consequently graphical representations through structograms (Following: ‚GOTO – Free‘ Nassi / Shneiderman symbols)

12. 2. Theory: Motive, idea and concepts 2.2 Fundamental Ideas  Modularization (Following: Schwill(1993): Fundamentale Ideen der Informatik. Zentralblatt für Didaktik der Mathematik)

13. 3. Practice: System- / Applying competences 3.1 Editing / Organizing Information

14. 3. Practice: System- / Applying competences 3.1 Editing / Organizing Information 3.2 Roundups through leaflets

15. 3. Practice: System- / Applying competences 3.3 Extended Exercises

16. 3. Prospective Intentions Functional Modelling / Programming  Feedback of CADGME – Initiative / Casio – Booklet IFIP – Conference (Following lectures: Fuchs: Functional Thinking - A Fundamental Idea in teaching Computer Algebra Systems and Micheuz, Fuchs, Landerer: Misson Possible - Computers in "Anyschool" )