Reframing Coding as “Mathematization” in the K–12 Classroom: Views from Teacher Professional Learning

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dc.contributor.authorSengupta, Pratim
dc.contributor.authorBrown, Barbara
dc.contributor.authorRushton, Kenzie
dc.contributor.authorShanahan, Marie Claire
dc.date.accessioned2018-09-19T14:31:24Z
dc.date.available2018-09-19T14:31:24Z
dc.date.issued2018-04
dc.description.abstractThere is now a growing body of literature that argues for the use of computational programming and modelling in K–12 science classrooms. However, one of the common pedagogical challenges of using computational modelling in the classroom is the overhead of learning programming, which interrupts curricular flow because it requires specialized technical knowledge. In this article, our goal will be to illustrate a pathway for integrating computational modelling and programming in the science classroom for teachers with little or no background in programming. Drawing upon our findings from an ongoing series of design-based professional learning sessions with 56 teachers in K–12 public and charter schools in Alberta organized by the Galileo Educational Network, we will argue that (a) when teachers, with little or no background in programming, view programming as a way to “mathematize” the world, they can visualize and implement seamless integration of programming and modelling with their science curricula; and (b) the use of multiple and complementary forms of programming and modelling (e.g., physical, virtual and embodied) can facilitate such integration.en_US
dc.identifier.citationSengupta, P., Brown, B., Rushton, K., & Shanahan, M.-C. (2018). Reframing Coding as “Mathematization” in the K–12 Classroom: Views from Teacher Professional Learning. Alberta Science Education Journal, 45(2), 28-36.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/32940
dc.identifier.urihttp://hdl.handle.net/1880/107764
dc.language.isoenen_US
dc.publisherAlberta Teachers’ Associationen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionPublisher's versionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyPermission granted by journal editoren_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.subjectScience Educationen_US
dc.subjectCodingen_US
dc.subjectProfessional Learningen_US
dc.titleReframing Coding as “Mathematization” in the K–12 Classroom: Views from Teacher Professional Learningen_US
dc.typejournal articleen_US
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