Emerging Learning Progressions in K-5 Integrated Mathematics And Computer Science Lesson Plans (Abstract Only)

Abstract

There is growing momentum to integrate computer science (CS) education across K-12, but there is little information about how this integration should take place (Grover & Pea, 2013). This is especially true in the elementary grades, as fewer studies have examined computing at these grades. Through a National Science Foundation STEM+C project, we are developing and studying learning progressions for integrated CS and mathematics at the elementary level. Our research examines how teachers are introducing CS concepts within mathematic as well as what computational concepts and practices naturally can be taught within the context of elementary mathematics. We are also examining how these emerging progressions align with the K-12 CS Framework and the new standards from the Computer Science Teachers Association (CSTA). Future aims are to develop a coherent set of learning progressions related to areas such as debugging, sequencing, looping, conditionals, and decomposition within mathematics topics such as geometry, fractions, and arithmetic number stories. Our research lays the groundwork for the development of learning trajectories that will guide curriculum developers and practitioners to understand how to teach students across grades K-5 computing within the context of their mathematics instruction.