Recently, while chatting with parents in a group, one parent said: I don’t believe that a fourth grader can learn C++ for a year and pass level one. This parent’s child is currently in fifth grade and learned graphical programming in second grade, followed by Python in third grade, and started C++ in fourth grade. I asked her: Why do you think this is impossible? She said: My child excels in math at school, scoring above 97 every time. However, when it comes to C++ problems, they struggle to understand many of the questions and cannot solve them.
High Math Scores in Elementary School Do Not Equate to Understanding Programming
- • It is widely known that being good at programming does not necessarily mean being good at math, but the reverse is not true either; being good at math does not guarantee proficiency in programming.
Summarizing the Differences Between School Math Learning and Programming Learning
| Dimension of Difference | School Math (Fourth Grade) | Programming Learning | Impact on Children |
| Thinking Patterns | Clear Abstract Logic, with standard answers and fixed problem-solving paths | Multiple Solutions, requiring the conversion of ideas into precise instructions | Children accustomed to unique solutions may struggle with the openness and procedural requirements of programming |
| Cognitive Development Stage | Dependent onConcrete Operations, using real examples to understand concepts | Requires a certain level ofFormal Operations ability, handling abstract symbols and logical processes | For some fourth graders transitioning to abstract thinking, directly understanding programming concepts can be challenging |
| Curriculum and Teaching Focus | Mastering deterministicCalculation Rules and Knowledge Points | Programming requiresProblem Decomposition and Debugging practices | Proficiency in the “calculation rules” of math learning does not equate to the “problem decomposition” and “debugging” skills required in programming |
| Attitude Towards Errors | Errors usually mean the answer is incorrect | Debugging is a Core Process, and errors are clues to solving problems | Children who excel in math may fear making mistakes, feeling frustrated with the trial-and-error and debugging process in programming |
| Learning Motivation and Environment | Mature system, clear goals (exam scores) | May be influenced by parents’Utilitarian Expectations affecting interest | If the environment is too utilitarian or lacks support, it can weaken intrinsic motivation and amplify learning difficulties |
When Selecting Students, Math Remains Our Main Reference Direction
- • However, elementary school math scores can be quite misleading. As analyzed in the table above, math learning isProficiency in Calculation Rules. For example, after learning certain knowledge points in elementary math,homework problems can be solved by simply applying the calculation rules taught in class. In contrast, programming focuses more onAnalyzing Problems, Finding Corresponding Models, Writing Programs, and Debugging Programs, leading to more flexible problems and solutions.
- • Many elementary students, when encountering knowledge points they do not fully understand, tend toHabitually Memorize Conclusions without delving into why the conclusion is what it is. For example, during one class, a student asked me, “Teacher, do you know what 0.9999… repeating is as a fraction?” Then he told me it equals, and when I asked him why, he said he didn’t know, and that it was taught by their Olympiad teacher. I believe their teacher must have explained it,but he did not understand, so he only remembered the conclusion.
- • For fourth graders, this is the time when concrete thinking begins to transition to abstract thinking. Some children, who are still focused on understanding concrete numbers, may struggle to flexibly use and understand variables in programming, leading to difficulties when tackling programming problems.
For Fourth Graders, How Long Should They Learn C++ to Pass GESP Level 1?
- • If attending class once a week, it would take about 3 to 6 months under normal circumstances. Of course, this is assuming typical cases; geniuses are another story.
- • However, it is important to emphasize that programming learning should be done when there is sufficient capacity. If a child’smath score is only around 70 or 80, it is better not to venture into this area; improving math should be your top priority.
- • Passing levels does not necessarily mean starting from level one; many teachers have recommended opportunities to take higher levels directly, such as level two, three, or four.
If you want your child to take the exam but are struggling to find a teacher’s recommendation, you can contact me. If I have any remaining recommendation slots, I can also recommend them.
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