Facilitating Mathematics and Computer Science Connections: A Cross-Curricular Approach
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| Title: | Facilitating Mathematics and Computer Science Connections: A Cross-Curricular Approach |
|---|---|
| Authors: | Kimberly Evagelatos Beck (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2024 12(1):85-98. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2031382 2031404 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Mathematics Education, Computer Science Education, Interdisciplinary Approach, Elementary School Teachers, School Personnel, School Districts, Research and Development, Theory Practice Relationship, Teaching Methods, Mathematics Instruction, Teaching Experience, Cooperative Planning, Lesson Plans, Computer Centers, Grade 5, Elementary School Students |
| Geographic Terms: | United States |
| ISSN: | 2147-611X |
| Abstract: | In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact interdisciplinary mathematics and computer science (CS) tasks with a team of elementary school educators and school district personnel. The unit focuses on the concepts of exponents in mathematics and repeat loops as a control structure in computer science. Using a narrative approach, we describe what occurred during the collaborative planning of lessons and subsequent enactments in two fifth-grade classrooms and one computer lab and provide a practitioner-oriented account of our experience. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408816 |
| Database: | ERIC |
| Abstract: | In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact interdisciplinary mathematics and computer science (CS) tasks with a team of elementary school educators and school district personnel. The unit focuses on the concepts of exponents in mathematics and repeat loops as a control structure in computer science. Using a narrative approach, we describe what occurred during the collaborative planning of lessons and subsequent enactments in two fifth-grade classrooms and one computer lab and provide a practitioner-oriented account of our experience. |
|---|---|
| ISSN: | 2147-611X |
