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Circular Reasoning: Shifting Epistemological Frames across Mathematics and Coding Activities = Razonamiento Circular: Cambios del Marco Epistemológico en Actividades en la Intersección de Matemáticas y Codificación

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Title: Circular Reasoning: Shifting Epistemological Frames across Mathematics and Coding Activities = Razonamiento Circular: Cambios del Marco Epistemológico en Actividades en la Intersección de Matemáticas y Codificación
Language: English
Authors: Brady, Corey, Vogelstein, Lauren, Gresalfi, Melissa, Knowe, Madison
Source: North American Chapter of the International Group for the Psychology of Mathematics Education. 2021 (pter).
Availability: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL1742257
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mathematics Instruction, Computer Science Education, STEM Education, Coding, Interdisciplinary Approach, Epistemology, Geometry, Thinking Skills, Spatial Ability, Grade 8, Middle School Students, Learning Activities, Teaching Methods, Urban Schools, Art Education
Abstract: STEM integration holds significant promise for supporting students in making connections among ideas and ways of thinking that might otherwise remain "siloed." Nevertheless, activities that integrate disciplines can present challenges to learners. In particular, they can require students to shift epistemological framing, demands that can be overlooked by designers and facilitators. We analyze how students in an 8th grade mathematics classroom reasoned about circles, across math and coding activities. One student showed evidence of shifting fluently between different frames as facilitators had expected. The dramatic change in his contributions gauge the demands of the activities, as do the contributions of other students, who appeared to work within different frames. Our findings have relevance for the design and facilitation of integrated STEM learning environments to support students in navigating such frame-shifts. [For the complete proceedings, see ED630060.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED630136
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Circular Reasoning: Shifting Epistemological Frames across Mathematics and Coding Activities = Razonamiento Circular: Cambios del Marco Epistemológico en Actividades en la Intersección de Matemáticas y Codificación
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  Data: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
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  Data: STEM integration holds significant promise for supporting students in making connections among ideas and ways of thinking that might otherwise remain "siloed." Nevertheless, activities that integrate disciplines can present challenges to learners. In particular, they can require students to shift epistemological framing, demands that can be overlooked by designers and facilitators. We analyze how students in an 8th grade mathematics classroom reasoned about circles, across math and coding activities. One student showed evidence of shifting fluently between different frames as facilitators had expected. The dramatic change in his contributions gauge the demands of the activities, as do the contributions of other students, who appeared to work within different frames. Our findings have relevance for the design and facilitation of integrated STEM learning environments to support students in navigating such frame-shifts. [For the complete proceedings, see ED630060.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Coding
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      – TitleFull: Circular Reasoning: Shifting Epistemological Frames across Mathematics and Coding Activities = Razonamiento Circular: Cambios del Marco Epistemológico en Actividades en la Intersección de Matemáticas y Codificación
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