Learning Trajectories for Integrating K-5 Computer Science and Mathematics

STEM+Computing Partnership（STEM+C）计划旨在通过跨一个或多个领域的应用研究和开发，推动STEM教学和学习中的多学科计算整合。该项目的目标是定义计算机科学教育所需的概念和技能。该项目将计算机科学的知识和技能与数学学习目标相结合。该项目提供了一个独特的机会，将这些做法与现有的，得到良好支持和精心设计的小学数学课程相结合。这符合学校和教师在时间限制方面的实际需要。这些概念将被组织成K-5计算机科学和数学的学习轨迹，考察抽象思维等重叠领域。该项目将综合该领域以前的工作，并使用对学生工作的评估，以及针对目标概念的计算思维和数学活动，以制定一个理解学生学习的框架。该项目还包括与学习轨迹相关的试点活动，以整合数学和计算思维实践和概念。研究计划从文献综述开始，以了解现有计算机科学材料的主要目标和小学早期教学研究的结果。该审查将确定数学和计算机科学在小学环境中的兼容性点，并利用附带的学习材料建立可能的学习轨迹。学习模块的设计包括小学教师在学校的参与。选定的学习轨迹，然后将在课堂上进行测试与综合数学和计算思维活动和教训。课堂观察，教师访谈，学生的知识措施，以及对计算机科学的态度调查将被用来支持学习轨迹的设计和分析。

The STEM+Computing Partnership (STEM+C) program seeks to advance multidisciplinary integration of computing in STEM teaching and learning through applied research and development across one or more domains. The goal of this project is to define the concepts and skills needed for computer science education. The project integrates the knowledge and skills for computer science with mathematics learning goals. This project presents a unique opportunity to integrate such practices with an existing, well-supported and well-designed elementary mathematics curriculum. This addresses the practical needs of schools and teachers in terms of time constraints. The concepts will be organized into a learning trajectory for K-5 computer science and mathematics that examines areas of overlap such as abstract thinking. This project will synthesize prior work in the field and use assessments of students' work with computational thinking and mathematics activities in targeted concepts to develop a framework for understanding students' learning. The project also includes piloting activities connected to the learning trajectory to integrate mathematics and computational thinking practices and concepts. The research plan begins with a literature review to understand the major goals of existing computer science materials and findings from research on teaching and learning in the early elementary grades. The review will identify points of compatibility for mathematics and computer science in elementary settings and build possible learning trajectories with accompanying learning materials. Learning module design includes participation from elementary teachers at the school sites. Selected learning trajectories will then be tested in classrooms with integrated mathematics and computational thinking activities and lessons. Classroom observations, teacher interviews, measures of students' knowledge, and surveys of attitudes about computer science will be used to support the learning trajectory design and analysis.