Action Fractions: The Design and Pilot of an Integrated Math+CS Elementary Curriculum Based on Learning Trajectories
Action Fractions: The Design and Pilot of an Integrated Math+CS Elementary Curriculum Based on Learning Trajectories
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行动分数：基于学习轨迹的综合数学CS基础课程的设计与试点
DOI：
10.1145/3408877.3432483
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Franklin, Diana
中科院分区：
文献类型：
--
作者：
Strickland, Carla;Rich, Kathryn M.;Eatinger, Donna;Lash, Todd;Isaacs, Andy;Israel, Maya;Franklin, Diana
计算机科学（CS）教育领域正在探索几种教学策略，教CS的儿童在小学。强有力的论点已经提出了整合-建设活动，不仅教CS，但使用CS支持学习的核心科目。将CS材料整合到特定的课程中是一项不平凡的任务，可能会不公平地加重小学教师的负担，他们通常是通才。综合材料的成功开发和课堂实施依赖于许多决定什么，什么时候，以及有多少主题涉及到主courseals.In本文中，我们描述了一个集合的第三和第四年级（8-10岁）综合数学+CS课程的设计。我们的教学材料使用Scratch作为编程语言，并采用学习轨迹方法将序列，分解，重复，条件，变量和调试的CS概念整合到流行的小学数学课程中的分数内容中。综合经验教训是插入整个主要的数学课程，提供多个，非连续接触CS内容。此外，我们目前的初步数据，从选定的活动，包括教师的反馈结构和影响的数学+CS教学材料对他们的学生？工作
The computer science (CS) education field is exploring several instructional strategies for teaching CS to children in elementary school. Strong arguments have been made for integration--- constructing activities that not only teach CS, but use the CS to support learning in a core subject. Integrating CS materials into a specific curriculum is a non-trivial task that may unfairly burden elementary teachers, who are often generalists. Successful development and classroom implementation of integrated materials relies on many decisions about what, when, and how much subject matter to cover in relation to the main curriculum.In this paper, we describe the design of a collection of 3rd and 4th grade (8-10 years old) integrated math+CS lessons. Our instructional materials use Scratch as a programming language and employ a learning trajectory approach to integrate the CS concepts of sequence, decomposition, repetition, conditionals, variables, and debugging into fractions content in a popular elementary mathematics curriculum. The integrated lessons are inserted throughout the main mathematics curriculum, providing multiple, non-continuous exposures to CS content. In addition, we present preliminary data from selected activities, including teacher feedback about the structure and impact of the math+CS instructional materials on their students? work.
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