RUME 27
2025
Alexandria, Virginia
Exploring Discrepancies in Mathematicians’ Use of Programming in Teaching and Research
Page: 1102
We present preliminary findings from an ongoing investigation into the discrepancies between how university-level mathematicians incorporate programming into their research versus their teaching. Motivated by earlier studies that highlight a gap in the use of programming between research and teaching, we explore this tension through interviews with mathematicians at a university recognized for supporting programming in science and mathematics teaching. Specifically, we draw on Engeström’s Cultural Historical Activity Theory to analyze the interview with one mathematician who illustrates this discrepancy. Our preliminary findings suggest connections to more deeply held epistemic beliefs about which tools and purposes are considered legitimate in mathematical practice.