Sociomathematical Norms for Integrating Coding and Modeling with Elementary Science: A Dialogical Approach

Amanda Catherine Dickes, Amy Voss Farris, Pratim Sengupta

Research output: Contribution to journalArticlepeer-review

Abstract

In recent years, the field of education has challenged researchers and practitioners to incorporate computing as an essential focus of K-12 STEM education. Integrating computing within K-12 STEM supports learners of all ages in codeveloping and using computational thinking in existing curricular contexts alongside practices essential for developing mathematical and scientific expertise. In this paper, we present findings from a design-based, microgenetic study in which an agent-based programming and computational modeling platform—ViMAP—was integrated with existing elementary science and math curricula through lessons co-designed and taught by the classroom teacher across a period of seven months. We present a dialogical re-positioning of coding, where disciplinarily grounded meanings of code emerge through the construction of computational utterances––i.e., computer models as well as complementary conversations and physical models that serve as mathematical and scientific explanations––through the use of socio-mathematical norms.

Original languageEnglish (US)
Pages (from-to)35-52
Number of pages18
JournalJournal of Science Education and Technology
Volume29
Issue number1
DOIs
StatePublished - Feb 1 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Engineering(all)

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