Designing Programming Tasks to Foster Mathematical Competencies

This is the dataset which the submitted (yet not published) article with title Designing Programming Tasks to Foster Mathematical Competencies: Insights from a Norwegian Case Study draws on. As described in the article, we conducted five group discussions, resulting in five transcripts of interviews. These interviews were coded through an inductive approach. Hence, these transcripts are the raw data that eventually resulted in the four design considerations suggested in the article. The transcripts are in Norwegian, as this was the spoken language in the interviews. The speakers in each interview are assigned similarly though all the speakers across interviews are unique, using SPEAKER_01, SPEAKER_02 and SPEAKER_03, and SPEAKER_04 in the interviews with four speakers. All names mentioned in the interviews have been replaced with fictitious ones. Three substitute names are used: Thomas, Anna, and Marcus. Each name consistently refers to the same individual across all interviews. In the transcripts, these names appear in the format “[Name]”. The name Emira is mentioned in some of the transcripts, referring to the fictive person in the exam task.