Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6341
Title: Mutually Supportive Mathematics and Computational Thinking in a Fourth-Grade Classroom
Authors: Fofang, Janet Shufor Bih epse
Weintrop, David
Walton, Margaret
Elby, Andrew
Walkoe, Janet
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Fofang, J. S., Weintrop, D., Walton, M., Elby, A., & Walkoe, J. (2020). Mutually Supportive Mathematics and Computational Thinking in a Fourth-Grade Classroom. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1389-1396). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Educators have argued for the value of integrating the big ideas of computing, captured under the term computational thinking (CT), into subjects and classrooms across the K-12 spectrum. Working within a researcher-practitioner partnership, we developed activities designed to integrate CT into a fourth-grade mathematics classroom using the Sphero robot. The goal was to create activities where the mathematics served as context to employ CT strategies and the CT helped deepen mathematics engagement. Here, we present two vignettes from this work. One shows what mutually-supportive CT and mathematics can look like in a fourth-grade classroom, and a second illustrates how both CT and mathematics can be present but not mutually supportive. This work advances our understanding of what it looks like to integrate CT into mathematics in resource- and time-constrained public-school elementary classrooms.
URI: https://doi.dx.org/10.22318/icls2020.1389
https://repository.isls.org//handle/1/6341
Appears in Collections:ICLS 2020

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