Graphics programming in elm develops math knowledge & social cohesion.

At McMaster University, we have developed a framework for teaching computer science, including curricula and tools (iPad apps: Image 2 Bits and ElmJr; an open-source library GraphicSVG; and a web-based development environment). ElmJr is a projectional editor for Elm, with knowledge of our graphics library. Using ElmJr, children transform programs through contextual menus. As a result, they never see syntax or type errors. Children as young as 10 years old, who have just started learning about syntax in English, can be productive programmers. We will explain how ElmJr is designed to make programming simple for beginners, and how strong typing in Elm and our graphics library is key to making the list of program transformations manageable. We will explain the design and findings of a study of children in 14 classes (grade 4 and 5) in the Hamilton-Wentworth District School Board, who received 12 hours of instruction over eight weeks in ElmJr with the aim of improving their mathematics knowledge. In parallel, another eight grade 6 to 8 classes received at least two hours of instruction in Elm using our web-IDE, culminating in a Wordathon. The Wordathon is designed to reconcile the power of social computing with the need to protect children's privacy. The intermediate classes were challenged to create animations in Elm of assigned words identified by teachers as K-4 core reading vocabulary. Joining the intermediate students in this activity, two high school classes were taught how to create interactive applications in Elm and were challenged to create a reading game using the word animations created by the intermediate children. In all, four games incorporating 408 animations were created, and some of the intermediate students presented the games to primary grades in their schools. Unlike typical network effects, we get a multiplier effect: more word animations make game development more attractive, and more games make animations more attractive. Having a critical mass then attracts the attention of other educators, including in this case the team implementing the board-wide reading strategy. All of this can be accomplished without any identifying information leaving the classroom.