Expansively Framing Mathematics and Computer Science Teaching with Digital Technology in Elementary Classrooms
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| Title: | Expansively Framing Mathematics and Computer Science Teaching with Digital Technology in Elementary Classrooms |
|---|---|
| Language: | English |
| Authors: | Kimberly E. Beck (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2025 13(4):812-829. |
| 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: | 19 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2031382 2031404 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Mathematics Instruction, Computer Science Education, Grade 5, Elementary School Teachers, Paraprofessional Personnel, Computer Centers, Teaching Methods, Transcripts (Written Records), Coding, Information Technology, Interdisciplinary Approach, Computer Software, Rural Schools, School Districts, Lesson Plans, Faculty Development |
| ISSN: | 2147-611X |
| Abstract: | Expansive Framing (EF) is a theory and an instructional technique to facilitate connections between content and contexts. We employed EF as an approach to create a series of integrated mathematics and computer science (CS) lessons, using digital technology as a tool to leverage shared mathematical and computational ideas. We used deductive theoretical qualitative analysis of transcripts of classroom implementations to investigate how two fifth-grade teachers and one computer lab paraprofessional educator used EF during their teaching and what the EF approach looked like in practice. Findings suggested that educators engaged in EF principles when they were present in curricular materials, yet they also made additional impromptu (albeit school-based) expansive connections. The teachers in the study also regularly framed students as authors and owners of new knowledge. We recommend that mathematics-CS integrated curricular materials include language and other supports that make unambiguous, specific connections across learning contexts. We posit that EF theory can be a support to educators in the integration of mathematics and coding instruction with digital technology. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475437 |
| Database: | ERIC |
| Abstract: | Expansive Framing (EF) is a theory and an instructional technique to facilitate connections between content and contexts. We employed EF as an approach to create a series of integrated mathematics and computer science (CS) lessons, using digital technology as a tool to leverage shared mathematical and computational ideas. We used deductive theoretical qualitative analysis of transcripts of classroom implementations to investigate how two fifth-grade teachers and one computer lab paraprofessional educator used EF during their teaching and what the EF approach looked like in practice. Findings suggested that educators engaged in EF principles when they were present in curricular materials, yet they also made additional impromptu (albeit school-based) expansive connections. The teachers in the study also regularly framed students as authors and owners of new knowledge. We recommend that mathematics-CS integrated curricular materials include language and other supports that make unambiguous, specific connections across learning contexts. We posit that EF theory can be a support to educators in the integration of mathematics and coding instruction with digital technology. |
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| ISSN: | 2147-611X |
