Learning Trajectories for Everyday Computing: Integrating Computational Thinking in Elementary Mathematics

日常计算的学习轨迹:将计算思维融入初等数学

基本信息

  • 批准号:
    1932920
  • 负责人:
  • 金额:
    $ 218.55万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2018
  • 资助国家:
    美国
  • 起止时间:
    2018-08-01 至 2022-06-30
  • 项目状态:
    已结题

项目摘要

Learning Trajectories for Everyday Computing: Integrating Computational Thinking in Elementary Mathematics, is a multidisciplinary effort that will study integrated mathematics and computational thinking (CT) instruction in elementary school. The project is a partnership involving the University of Illinois-Urbana Champaign, University of Chicago STEM Education at the University of Chicago, and the Learning Sciences Research Institute at the University of Illinois-Chicago. Investigators will use prototype learning trajectories (LTs) for CT in grades K-5 to design instructional materials that integrate CT into fractions instruction in grades 3-5. By studying implementation of these materials in elementary school classrooms, the project will (a) refine the LTs, (b) better understand how synergies between elementary mathematics and CT might be leveraged to create effective and efficient integrated instruction, and (c) generate evidence related to the effect of CT-infused mathematics instruction on students' understanding of fractions. The project is funded by the STEM+Computing Program, which seeks to study the applied integration of computational thinking and computing within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). This project is designed to facilitate the integration of CT in mathematics in elementary school. It builds on an earlier NSF-funded exploratory project by, (a) refining and elaborating a set of CT learning trajectories for grades 3 to 5 related to CT concepts of problem decomposition, repetition/looping, conditionals, and debugging in the mathematical context of fractions and (b) carrying out research into children's learning of mathematics and CT when math + CT is taught in an integrated program. To accomplish these goals, the project will develop instructional materials that can be used to teach integrated math + CT in grades 3-5. Mathematics instruction will be based on the Common Core State Standards for Mathematics, as realized in Everyday Mathematics 4, the elementary program from the University of Chicago School Mathematics Project. The project's efforts will focus on the Common Core's Number and Operations with Fractions (NF) domain. All instructional materials will be designed to maximize accessibility and engagement of academically diverse learners by using the Universal Design for Learning framework as an instructional guide for curriculum development. The project will use a mixed-methods approach to study the mathematics and CT learning that occurs and to understand the specific challenges students encounter when interacting with the materials. Student measures will be developed using an evidence-centered design process. These assessments include CT assessments newly created or modified from currently available assessments for older students, automated static analysis of students' computational artifacts, and measures of the Common Core's NF domain based on assessments embedded in the Everyday Mathematics instructional materials. Additionally, video screen recordings of purposefully selected students will be analyzed using the Collaborative Computing Observation instrument to evaluate the effectiveness of the activities as well as successes and challenges the students experience with the CT and mathematics activities. Teacher data will include classroom observations, interviews, and teacher reflections.
日常计算的学习轨迹:在小学数学中整合计算思维,是一项多学科的努力,将研究小学的综合数学和计算思维(CT)教学。该项目是伊利诺伊大学厄巴纳分校尚潘分校、芝加哥大学芝加哥分校STEM教育和伊利诺伊大学芝加哥分校学习科学研究所的合作项目。研究人员将使用原型学习轨迹(LT)的CT在等级K-5设计教学材料,将CT融入分数指令在等级3-5。通过研究这些材料在小学课堂上的实施情况,该项目将(a)完善学习理论,(B)更好地了解如何利用小学数学和计算机技术之间的协同作用来创造有效和高效的综合教学,(c)产生与计算机技术融入数学教学对学生理解分数的影响有关的证据。该项目由STEM+计算计划资助,旨在研究计算思维和计算在学科STEM教学和学习中的应用整合,通过高中(preK-12)进行幼儿教育。该项目的目的是促进CT在小学数学中的整合。它建立在早期的NSF资助的探索性项目,(a)完善和制定一套CT学习轨迹3至5年级相关的CT概念的问题分解,重复/循环,条件和调试的数学背景下的分数和(B)进行研究到儿童的数学和CT的学习时,数学+ CT是在一个综合方案中教授。为了实现这些目标,该项目将开发可用于在3-5年级教授综合数学+ CT的教学材料。数学教学将基于共同核心国家数学标准,如日常数学4,从芝加哥学校数学项目的大学小学课程实现。该项目的努力将集中在共同核心的分数(NF)域的数量和操作。所有教学材料的设计都将通过使用通用学习设计框架作为课程开发的教学指南,最大限度地提高学术多样性学习者的可访问性和参与度。该项目将使用混合方法来研究发生的数学和CT学习,并了解学生在与材料互动时遇到的具体挑战。学生的措施将使用以证据为中心的设计过程开发。这些评估包括CT评估新创建或修改从目前可用的评估为老年学生,自动静态分析学生的计算工件,并衡量共同核心的NF域的基础上嵌入在日常数学教学材料的评估。此外,有目的地选择的学生的视频屏幕记录将使用协作计算观察仪器进行分析,以评估活动的有效性以及学生在CT和数学活动中所经历的成功和挑战。教师数据将包括课堂观察、访谈和教师反思。

项目成果

期刊论文数量(6)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Understanding Students' Computational Thinking through Cognitive Interviews: A Learning Trajectory-based Analysis
通过认知访谈了解学生的计算思维:基于学习轨迹的分析
From classroom lessons to exploratory learning progressions: mathematics + computational thinking
从课堂课程到探索性学习进程:数学计算思维
  • DOI:
    10.1080/10494820.2019.1674879
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    5.4
  • 作者:
    Israel, Maya;Lash, Todd
  • 通讯作者:
    Lash, Todd
Action Fractions: The Design and Pilot of an Integrated Math+CS Elementary Curriculum Based on Learning Trajectories
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
Design and validation of learning trajectory-based assessments for computational thinking in upper elementary grades
小学高年级计算思维的基于学习轨迹的评估的设计和验证
  • DOI:
    10.1080/08993408.2021.1874221
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    2.7
  • 作者:
    Gane, Brian D.;Israel, Maya;Elagha, Noor;Yan, Wei;Luo, Feiya;Pellegrino, James W.
  • 通讯作者:
    Pellegrino, James W.
Elementary Computational Thinking Instruction and Assessment: A Learning Trajectory Perspective
初级计算思维教学和评估:学习轨迹视角
{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ monograph.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ sciAawards.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ conferencePapers.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ patent.updateTime }}

Maya Israel其他文献

Designing an Equity-Centered Framework and Crosswalk for Integrated Elementary Computer Science Curriculum and Instruction
为综合基础计算机科学课程和教学设计以公平为中心的框架和人行横道
  • DOI:
    10.26716/jcsi.2023.4.17.46
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Carla Strickland;Andrea Ramírez;Lauren Weisberg;LaToya Chandler;Jeanne Di Domenico;Elizabeth M. Lehman;Maya Israel
  • 通讯作者:
    Maya Israel
Scaffolding Block Coding Through Multiple Entry Points
通过多个入口点进行脚手架块编码
Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)
评估协作计算:协作计算观测仪器(C-COI)的开发
  • DOI:
    10.1080/08993408.2016.1231784
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    2.7
  • 作者:
    Maya Israel;Quentin M. Wherfel;Saadeddine Shehab;Evan A. Ramos;A. Metzger;G. Reese
  • 通讯作者:
    G. Reese
Including Neurodiversity in Foundational and Applied Computational Thinking (INFACT)
将神经多样性纳入基础和应用计算思维 (INFACT)
Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review
幼儿期技术集成计算教育:系统文献综述

Maya Israel的其他文献

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

{{ truncateString('Maya Israel', 18)}}的其他基金

Universal Design for Computer Science Learning: Partnership for Inclusive Elementary Computer Science Education
计算机科学学习的通用设计:包容性基础计算机科学教育的合作伙伴关系
  • 批准号:
    2031233
  • 财政年份:
    2021
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Standard Grant
Collaborative Research: A research-practice partnership focused on creating equitable computer science opportunities for elementary students
合作研究:研究与实践的合作伙伴关系,致力于为小学生创造公平的计算机科学机会
  • 批准号:
    2031426
  • 财政年份:
    2020
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Standard Grant
Learning Trajectories for Everyday Computing: Integrating Computational Thinking in Elementary Mathematics
日常计算的学习轨迹:将计算思维融入初等数学
  • 批准号:
    1742466
  • 财政年份:
    2018
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Standard Grant
EBP: CS for All: Engaging Struggling Learners in Computer Science Instruction
EBP:面向所有人的计算机科学:让学习困难的学生参与计算机科学教学
  • 批准号:
    1935196
  • 财政年份:
    2018
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Standard Grant
EBP: CS for All: Engaging Struggling Learners in Computer Science Instruction
EBP:面向所有人的计算机科学:让学习困难的学生参与计算机科学教学
  • 批准号:
    1639837
  • 财政年份:
    2016
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Standard Grant

相似海外基金

Building recovery and resilience in severe mental illness: Leveraging the role of social determinants in illness trajectories and interventions
建立严重精神疾病的康复和复原力:利用社会决定因素在疾病轨迹和干预措施中的作用
  • 批准号:
    MR/Z503514/1
  • 财政年份:
    2024
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Research Grant
Conference: Transforming Trajectories for Women of Color in Tech: A Meeting Series to Develop a Systemic Action Plan
会议:改变有色人种女性在科技领域的轨迹:制定系统行动计划的会议系列
  • 批准号:
    2333305
  • 财政年份:
    2024
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Standard Grant
The Influence of Lifetime Occupational Experience on Cognitive Trajectories Among Mexican Older Adults
终生职业经历对墨西哥老年人认知轨迹的影响
  • 批准号:
    10748606
  • 财政年份:
    2024
  • 资助金额:
    $ 218.55万
  • 项目类别:
CAREER: Divergent Transfer Trajectories in Computer Science: A Mixed Methods and Person-Centered Exploration of (In)Equity and Community College Transfer Pathways
职业:计算机科学中的不同转学轨迹:对(内)公平和社区大学转学途径的混合方法和以人为本的探索
  • 批准号:
    2336193
  • 财政年份:
    2024
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Continuing Grant
Hidden Frontiers: longitudinal crop trajectories in the Alpine Arc
隐藏的前沿:阿尔卑斯弧线的纵向作物轨迹
  • 批准号:
    NE/Y000293/1
  • 财政年份:
    2024
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Research Grant
Critical developmental science: life course trajectories in the 1982 Pelotas birth cohort study
批判发展科学:1982 年佩洛塔斯出生队列研究中的生命历程轨迹
  • 批准号:
    2341831
  • 财政年份:
    2024
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Continuing Grant
ARISTOTELES - Applying ARtificial Intelligence to Define clinical trajectorieS for personalized predicTiOn and early deTEctiOn of comorbidiTy and muLtimorbidiTy pattErnS
亚里士多德 - 应用人工智能定义临床轨迹,以实现个性化预测以及合并症和多发病模式的早期检测
  • 批准号:
    10103153
  • 财政年份:
    2023
  • 资助金额:
    $ 218.55万
  • 项目类别:
    EU-Funded
DYNAMIG. How migration decisions are made: diverse aspirations, trajectories and policy effects
动态。
  • 批准号:
    10062919
  • 财政年份:
    2023
  • 资助金额:
    $ 218.55万
  • 项目类别:
    EU-Funded
Developmental Trajectories in ARID1B-Related Disorders - a Multi-Method Multi-Site Prospective Natural History Study
ARID1B 相关疾病的发育轨迹 - 多方法多地点前瞻性自然历史研究
  • 批准号:
    486840
  • 财政年份:
    2023
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Operating Grants
When caring ends: Understanding and supporting informal care trajectories
当护理结束时:理解和支持非正式护理轨迹
  • 批准号:
    LP220100209
  • 财政年份:
    2023
  • 资助金额:
    $ 218.55万
  • 项目类别:
    Linkage Projects
{{ showInfoDetail.title }}

作者:{{ showInfoDetail.author }}

知道了