https://orcid.org/0000-0003-0302-6559
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ABSTRACT
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.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Maya Israel, Ph.D. is an associate professor of educational technology in the School of Teaching and Learning at the University of Florida. Her research and outreach efforts focus on increasing access and engagement for academically diverse learners in K-8 computational thinking and computer science education. As the research director of the Creative Technology Research Lab, Dr. Israel conducts research on several National Science Foundation projects focused on integrating computing into elementary education as well as accessible computer science education. Lastly, she also consults with school districts on the development and implementation of computer science instruction that meets the needs of all learners, including those with disabilities.
Todd Lash is a doctoral student in Special Education at Creative Technology Research Lab at the University of Illinois. Todd’s research interests include increasing the equity in and access to high-quality computer science education for all students. He studies the integration of computer science into K-5 curricula and how Universal Design for Learning (UDL) may be used as a way to engage all learners. Todd serves on the advisory boards of multiple nationally scaled computer science education projects and has conducted extensive outreach, consultation, and professional development with the CS education community.
ORCID
Maya Israel http://orcid.org/0000-0003-0302-6559