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From classroom lessons to exploratory learning progressions: mathematics plus computational thinking
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DOI：10.1080/10494820.2019.1674879.png)
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Abstract
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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.
Keywords:
Elementary school computer science
integrated curriculum
computer science lesson planning
computer science learning progressions
elementary mathematics
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