References
- Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is Involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. doi: 10.1145/1929887.1929905
- Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082–1112. doi: 10.1002/tea.21257
- Clark, D. B., Nelson, B., Chang, H. Y., Slack, K., Martinez-Garza, M., & D’Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers and Education, 57(3), 2178–2195. doi: 10.1016/j.compedu.2011.05.007
- Clark, D. B., & Sengupta, P. (2020/this issue). Reconceptualizing games for integrating computational thinking and science as practice: Collaborative agent-based disciplinarily-integrated games. Interactive Learning Environments.
- Common Core State Standards Initiative. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/Math.
- D’Angelo, C. M. (2010). Scaffolding vector representations for student learning inside a physics game (Doctoral dissertation). Arizona State University.
- diSessa, A. A. (2001). Changing minds: Computers, learning, and literacy. Cambridge, MA: MIT Press.
- Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483. doi: 10.1207/S1532690XCI2004_1
- González-Calero, J. A., Rodriguez Martinez, J. A., & Sáez-López, J.-M. (2020/this issue). Computational thinking and mathematics from Scratch: An experiment with sixth-grade students. Interactive Learning Environments.
- Israel, M., Lash, T., & Reese, G. (2020/this issue). From classroom lessons to learning trajectories: Mathematics + computational thinking. Interactive Learning Environments.
- Joseph, D. (2004). The practice of design-based research: Uncovering the interplay between design, research, and the real-world context. Educational Psychologist, 39(4), 235–242. doi: 10.1207/s15326985ep3904_5
- Kafai, Y. B. (2016). From computational thinking to computational participation in K-12 education. Communications of the ACM, 59(8), 26–27. doi: 10.1145/2955114
- Kafai, Y., Proctor, C., & Lui, D. (2019, July). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. In Proceedings of the 2019 ACM Conference on International Computing Education Research (pp. 101–109). ACM.
- Lave, Jean. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
- Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., … Werner, L. (2011). Computational thinking for youth in practice. ACM Inroads, 2(1), 32–37. doi: 10.1145/1929887.1929902
- Lee, C. H., & Soep, E. (2016). None but ourselves can free our minds: Critical computational literacy as a pedagogy of resistance. Equity & Excellence in Education, 49(4), 480–492. doi: 10.1080/10665684.2016.1227157
- Litts, B. K., Kafai, Y. B., & Dieckmeyer, E. (2015). Collaborative electronic textile designs by high school youth: Challenges and opportunities in connecting crafts, circuits, and code. In Proceedings of the 5th Annual Conference on Creativity and Fabrication in Education, ACM, New York, NY.
- Litts, B. K., Kafai, Y. B., Lui, D. A., Walker, J. T., & Widman, S. A. (2017). Stitching Codeable Circuits: High School Students’ Learning about Circuitry and Coding with Electronic Textiles. Journal of Science Education and Technology, 26(5), 494–507. doi: 10.1007/s10956-017-9694-0
- Litts, B. K., Lewis, W., & Mortensen, C. (2020/this issue). Computational making in ARIS. Interactive Learning Environments.
- Lui, D., Walker, J., Hanna, S., Kafai, Y., Fields, D., & Jayathirtha, G. (2020/this issue). Communicating computational concepts and practices within high school students’ portfolios of making electronic textiles. Interactive Learning Environments.
- Margolis, J., & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. Cambridge, MA: MIT Press.
- Miller, E., Manz, E., Russ, R., Stroupe, D., & Berland, L. (2018). Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards. Journal of Research in Science Teaching, 55(7), 1053–1075. doi: 10.1002/tea.21459
- NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: Achieve Inc.
- Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. New York, NY: NYU Press.
- Noss, R. (1987). Children's learning of geometrical concepts through Logo. Journal for Research in Mathematics Education, 18, 343–362. doi: 10.2307/749084
- Ochs, E., Taylor, C., Rudolph, D., & Smith, R. (1992). Storytelling as a theory-building activity. Discourse Processes, 15(1), 37–72. doi: 10.1080/01638539209544801
- Papert, S., & Solomon, C. (1971). Twenty things to do with a computer. In Elliot Soloway & James C. Spohrer (Eds.), Studying the Novice Programmer (pp. 3–28). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
- Peppler, K., & Glosson, D. (2013). Stitching circuits: Learning about circuitry through e-textile materials. Journal of Science Education and Technology, 22(5), 751–763. doi: 10.1007/s10956-012-9428-2
- Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago, IL: University of Chicago Press.
- Pinkard, N., Martin, C. K., & Erete, S. (2020/this issue). Equitable approaches: Computational thinking through design. Interactive Learning Environments.
- Repenning, A., Webb, D., & Ioannidou, A. (2010, March). Scalable game design and the development of a checklist for getting computational thinking into public schools. In Proceedings of the 41st ACM technical symposium on Computer science education, (pp. 265–269). ACM.
- Rich, K., Strickland, C., Franklin, D., & Spaepen, L. (2020/this issue). Synergies and differences in mathematical and computational thinking: Implications for integrated instruction. Interactive Learning Environments.
- Richard, G. T. (2017). Video games, gender, diversity, and learning as cultural practice: Implications for equitable learning and computing participation through games. Educational Technology, 57(2), 36–43.
- Smith, E., Haarer, S., & Confrey, J. (1997). Seeking diversity in mathematics education: Mathematical modeling in the practice of biologists and mathematicians. Science & Education, 6(5), 441–472. doi: 10.1023/A:1008609909977
- Soloway, E., Lochhead, J., & Clement, J. (1982). Does computer programming enhance problem solving ability? Some positive evidence on algebra word problems. In R. J. Seidel, R. E. Anderson, & B. Hunter (Eds.), Computer Literacy (pp. 171–201). New York, NY: Academic Press.
- Sutherland, R. (1994). The role of programming: Towards experimental mathematics. In R. Biehler, R. W. Scholz, R. Sträßer, & B. Winkelmann (Eds.), Didactics of Mathematics as a Scientific Discipline–The State of the Art (pp. 177–187). Dordrecht, The Netherlands: Kluwer Academic Publishers.
- Turkle, S., & Papert, S. (1992). Epistemological pluralism and the revaluation of the concrete. Journal of Mathematical Behavior, 11(1), 3–33.
- Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147. doi: 10.1007/s10956-015-9581-5
- The White House, Office of the Press Secretary. (2016). Fact sheet: President Obama announces computer science for all initiative. [Press release]. Retrieved from http://bit.ly/1oG3OaC
- Wilensky, U., Brady, C. E., & Horn, M. S. (2014). Fostering computational literacy in science classrooms. Communications of the ACM, 57(8), 24–28. doi: 10.1145/2633031
- Wilkerson, M. H. (2017). Teachers, students, and after-school professionals as designers of digital tools for learning. In C. DiSalvo, B. DiSalvo, J. Yip, & E. Bonsignore (Eds.), Participatory Design for Learning (pp. 127–140). New York, NY: Taylor & Francis.
- Wilkerson, M. H., & Gravel, B. E. (in press). Storytelling as a support for collaborative constructionist activity. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.
- Wilkerson, M. H., Shareff, R., Laina, V., & Gravel, B. (2018). Epistemic gameplay and discovery in computational model-based inquiry activities. Instructional Science, 46(1), 35–60. doi: 10.1007/s11251-017-9430-4
- Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458–477. doi: 10.2307/749877