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

日常计算的学习轨迹：在小学数学中整合计算思维，是一个多学科的努力，将研究综合数学和计算思维（CT）教学在小学。该项目是由伊利诺伊大学厄巴纳香槟分校、芝加哥大学STEM教育学院和伊利诺伊大学芝加哥分校学习科学研究所合作开展的。研究者将使用K-5年级CT的原型学习轨迹（lt）来设计教学材料，将CT整合到3-5年级的分数教学中。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LTs， (b)更好地了解如何利用小学数学和CT之间的协同作用来创建有效和高效的综合教学，以及(c)产生与CT注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+Computing Program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，从高中到12年级（preK-12）。本课题旨在促进CT在小学数学教学中的整合。它建立在早期nsf资助的探索性项目的基础上，通过(a)在分数的数学背景下精炼和阐述一套3至5年级的CT学习轨迹，这些轨迹与CT的问题分解、重复/循环、条件和调试等概念有关；(b)在数学+ CT的综合课程中教授数学和CT时，对儿童的数学和CT学习进行研究。为了实现这些目标，该项目将开发可用于3-5年级综合数学+ CT教学的教材。数学教学将基于共同核心州数学标准，正如芝加哥大学学校数学项目的基础课程《日常数学4》所实现的那样。该项目的工作将集中在共同核心的分数数和运算（NF）领域。所有教学材料的设计都将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及性和参与度。该项目将采用混合方法来研究数学和CT学习，并了解学生在与材料互动时遇到的具体挑战。学生衡量标准将采用以证据为中心的设计过程。这些评估包括针对高年级学生的新创建或修改的CT评估，对学生计算伪影的自动静态分析，以及基于《日常数学》教学材料中嵌入的评估对共同核心的NF域的测量。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。

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.