Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10354
Title: Co-Designing Elementary-Level Computer Science and Mathematics Lessons: An Expansive Framing Approach
Authors: Shehzad, Umar
Clarke-Midura, Jody
Beck, Kimberly
Shumway, Jessica
Recker, Mimi
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Shehzad, U., Clarke-Midura, J., Beck, K., Shumway, J., & Recker, M. (2023). Co-designing elementary-level computer science and mathematics lessons: An expansive framing approach. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 902-905). International Society of the Learning Sciences.
Abstract: This study examines how a rural-serving school district aimed to provide elementary-level computer science (CS) by offering instruction during students’ computer lab time. As part of a research-practice partnership, cross-context mathematics and CS lessons were co-designed to expansively frame and highlight connections across – as opposed to integration within – the two subjects. Findings indicated that most students who engaged with the lessons across the lab and classroom contexts reported finding the lessons interesting, seeing connections to their mathematics classes, and understanding the programming. In contrast, a three-level logistic regression model showed that students who only learned about mathematics connections within the CS lessons (thus not in a cross-context way) reported statistically significant lower levels of interest, connections, and understanding.
Description: Short Paper
URI: https://doi.org/10.22318/icls2023.482130
https://repository.isls.org//handle/1/10354
Appears in Collections:ISLS Annual Meeting 2023

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