From Classroom Lessons to Exploratory Learning Progressions: Mathematics + Computational Thinking

Autor/inn/en	Israel, Maya; Lash, Todd
Titel	From Classroom Lessons to Exploratory Learning Progressions: Mathematics + Computational Thinking
Quelle	In: Interactive Learning Environments, 28 (2020) 3, S.362-382 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Israel, Maya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1674879
Schlagwörter	Thinking Skills; Problem Solving; Computation; Mathematics Instruction; Interdisciplinary Approach; Computer Science Education; Elementary School Mathematics; Educational Innovation; Integrated Activities; Lesson Plans; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Units of Study + Suchen Sie Ihr Suchwort? Denkfähigkeit; Problemlösen; Mathematics lessons; Mathematikunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Computer science lessons; Informatikunterricht; Elementare Mathematik; Schulmathematik; Instructional innovation; Bildungsinnovation; Integrierender Unterricht; Lesson planning; Unterrichtsplanung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lerneinheit
Abstract	This paper presents findings from a two-year qualitative study examining integration of computer science (CS) and computational thinking (CT) into elementary mathematics instruction. Integrated units were developed by elementary teachers and CS/CT coaches with support from university faculty with expertise in CS/CT and elementary mathematics. CS/CT instruction primarily relied on the Scratch environment, although some lessons made use of Code.org materials. This research primarily relied on two theories of integration (i.e. Kiray, 2012. A new model for the integration of science and mathematics: The balance model. "Energy Education Science and Technology Part B: Social and Educational Studies," 4(3), 1181-1196) that provided insight into the level of interconnection between the disciplines and the relative amount of instructional time spent within each discipline. Findings revealed that cross-grade CS/CT concepts included sequencing, looping, and conditional logic. Within each category: (a) concepts were taught with increasing complexity across the grades, (b) the mathematics was dominant and CS/CT was important but secondary, and (c) three types of lessons emerged: No integration, partial integration, and full integration. Lastly, lessons generally included a transition from less integrated to more integrated activities with an initial focus on discipline-specific conceptual understanding prior to integrated activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01