Please use this identifier to cite or link to this item:
|Title:||Bridging the Divide: Exploring Affordances for Interdisciplinary Learning|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Knowe, M. & Gresalfi, M. (2021). Bridging the Divide: Exploring Affordances for Interdisciplinary Learning. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 235-242). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||This study investigates how the design of hybrid mathematics and computational activities influences the ways in which students leverage ideas from both disciplinary topics. We examine two design cycles of a computer programming summer camp for middle school students which foreground computational thinking and then mathematics alongside computational thinking respectively. We review the rationale for each design iteration, the trends we saw in students’ engagement, and the implications for students’ reasoning. Findings of this study demonstrate the importance of thinking critically about the boundary objects that are included in design that support students to make bridges between multiple disciplinary practices.|
|Appears in Collections:||ISLS Annual Meeting 2021|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.