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|Title:||From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Bain, C., Anton, G., Horn, M., & Wilensky, U. (2021). From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1115-1116). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||CS Educators pushing to integrate computational thinking (CT) into mathematics classrooms has quickly influenced statistics classrooms where students now analyze data using modern computational tools. Yet while teachers perceive using “authentic tools” in the classroom as providing an “authentic learning experience,” the power of computational tools to help reimagine existing content is often overlooked. Our team worked with teachers to co-design two CT-integrated statistics units across two years. We use a model of professional growth to discuss the teachers’ changing beliefs over the course of the two co-design projects. We see how the enactment of a programming-focused CT-integrated unit led to changes in teachers’ beliefs about the pedagogical impact of CT. These informed the teachers’ approach in a second co-design, resulting in a unit that emphasized empowering students to discover statistical concepts via an authentic learning experience using authentic computational tools.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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