Think Math + C: Integrating Programming Into a Comprehensive K-5 Mathematics Curriculum

Think Math C：将编程融入综合 K-5 数学课程

• 批准号: 1741792
• 负责人: E. Paul Goldenberg
• 金额: $ 125万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1741792&HistoricalAwards=false
• 关键词: Think; Math; Integrating; Programming; Into

As computing has become integral to the practice of science, technology, engineering and mathematics (STEM), the STEM + Computing Program seeks to study and advance the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). The Education Development Center's exploratory project, Think Math+C: Integrating Programming into a Comprehensive K-5 Mathematics Curriculum, will investigate how integrating programming into a comprehensive elementary mathematics curriculum can support students' mathematical understanding and computational thinking. Programming is a computational language through which students can express their mathematical ideas and computational thinking precisely. Where mathematical notation on paper just sits there, programming is active and students can engage in it and judge the correctness of a problem by processing it. This can potentially be transformative in a mathematics classroom, making mental acts, such as decomposing problems, hiding irrelevant detail, and generalizing from specific instances visible to students and their teachers in ways that other media do not accomplish as well, and allowing students to examine and debug their own thinking. The three-year project will build a coherent progression of programming ideas and skills naturally into a mathematics curriculum across the elementary grades, allowing computational thinking and mathematical reasoning to grow in developmentally appropriate ways that complement each other. High-quality instructional materials developed in this project will support teachers and students in programming activities that can strengthen both mathematical and computational thinking, giving a much wider range of students a greater opportunity learning and academic advancement. The Think Math+C three-year project will work closely with elementary teachers and students to develop a scope and sequence for a K-5 mathematics curriculum that fully integrates programming, and to design and implement instructional activities with grade 2 teachers and students. To build this fully integrated elementary mathematics and programming curriculum, the project team will use as a base, Think Math, an existing comprehensive and coherent K-5 mathematics curriculum developed at the Education Development Center with prior support from NSF. The project team will also examine the impact of those activities on instruction and student thinking, comparing Think Math+C to business-as-usual Think Math classrooms using classroom observations and cognitive interviews. The project will also pilot and refine measures that capture evidence of students' mathematical and computational thinking, which will advance the field with new evidence for the effects of integrated STEM + computing teaching and learning.

随着计算已成为科学，技术，工程和数学（STEM）实践的组成部分，STEM +计算计划旨在研究和推进计算思维和计算活动在学科STEM教学和学习中的应用整合，通过高中（preK-12）。教育发展中心的探索性项目，思考数学+C：将编程融入综合K-5数学课程，将研究如何将编程融入综合小学数学课程，以支持学生的数学理解和计算思维。程序设计是一种计算语言，学生可以通过它精确地表达自己的数学思想和计算思维。在纸上的数学符号只是坐在那里，编程是活跃的，学生可以参与其中，并通过处理它来判断问题的正确性。这可能会在数学课堂上产生变革，使心理行为，如分解问题，隐藏不相关的细节，并从学生和他们的老师可见的具体实例中进行归纳，而其他媒体则无法完成，并让学生检查和调试自己的思维。这个为期三年的项目将建立一个连贯的编程思想和技能的进展，自然进入整个小学年级的数学课程，让计算思维和数学推理以发展适当的方式成长，相辅相成。在这个项目中开发的高质量教学材料将支持教师和学生进行编程活动，这些活动可以加强数学和计算思维，为更广泛的学生提供更大的学习和学术进步机会。Think Math+C为期三年的项目将与小学教师和学生密切合作，为完全集成编程的K-5数学课程制定范围和顺序，并与2年级教师和学生一起设计和实施教学活动。为了建立这个完全集成的小学数学和编程课程，项目团队将使用作为基础，思考数学，现有的全面和连贯的K-5数学课程在教育发展中心开发，并事先得到NSF的支持。该项目团队还将研究这些活动对教学和学生思维的影响，使用课堂观察和认知访谈将Think Math+C与日常Think Math教室进行比较。该项目还将试点和完善措施，捕捉学生的数学和计算思维的证据，这将推动该领域的综合STEM +计算教学和学习的效果的新证据。

项目成果

Programming as a language for young children to express and explore mathematics in school

编程作为幼儿在学校表达和探索数学的语言

• DOI: 10.1111/bjet.13080
• 发表时间: 2021
• 期刊: British Journal of Educational Technology
• 影响因子: 6.6
• 作者: Goldenberg, E. Paul;Carter, Cynthia J.
• 通讯作者: Carter, Cynthia J.

Problem posing and creativity in elementary-school mathematics

小学数学中的问题提出与创造力

• 发表时间: 2019
• 期刊: Constructivist Foundations
• 影响因子: 2.3
• 作者: Goldenberg, E.Paul

Programming as Language and Manipulative for Second-Grade Mathematics

编程作为二年级数学的语言和操作

• DOI: 10.1007/s40751-020-00083-3
• 发表时间: 2021
• 期刊: Digital Experiences in Mathematics Education
• 作者: Goldenberg, E. Paul;Carter, Cynthia J.;Mark, June;Reed, Kristen;Spencer, Deborah;Coleman, Kate
• 通讯作者: Coleman, Kate

Myths of Priority and Unity in Mathematics Learning

数学学习中优先性和统一性的神话

• 发表时间: 2018
• 期刊: Education sciences
• 影响因子: 3
• 作者: Goldenberg, E. Paul;Carter, Cynthia J.
• 通讯作者: Carter, Cynthia J.

Teaching children to be problem posers and puzzle-creators in mathematics

教导孩子成为数学中的问题提出者和谜题创造者

• 发表时间: 2018
• 期刊: Proceedings of Constructionism 2018
• 作者: Goldenberg, E.Paul