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   https://doi.org/10.1109/ISIT44484.2020.9174309  

   Soleymani, Mahdi ; Mahdavifar, Hessam ( June 2020 , 2020 IEEE International Symposium on Information Theory (ISIT))

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2. Coding Science Internships: Broadening Participation in Computer Science by Positioning Coding as a Tool for Doing Science

   https://doi.org/10.1145/3328778.3372632  

   Greenwald, Eric ; Krakowski, Ari ( February 2020 , The 51st ACM Technical Symposium on Computer Science Education)

   Computational tools, and the computational thinking (CT) involved in their use, are pervasive in science, supporting and often transforming scientific understanding. Yet, longstanding disparities in access to learning opportunities means that CT’s growing role risks deepening persistent inequities in STEM [2]. To address this problem, our team developed and studied two 10-lesson instructional units for middle school science classrooms, each designed to challenge persistent barriers to equitable participation in STEM. The units aim to position coding as a tool for doing science, and ultimately, encourage a broader range of students, and females in particular, to identify as programmers. Students who participated (n=391) in a recent study of the units demonstrated statistically significant learning gains, as measured on an external assessment of CT. Learning gains were particularly pronounced for female students. Findings suggest that students can develop CT through instruction that foregrounds science, and in ways that lead to more equitable outcomes. 

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3. Analog Subspace Coding: A New Approach to Coding for Non-Coherent Wireless Networks

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   Soleymani, Mahdi ; Mahdavifar, Hessam ( April 2022 , IEEE Transactions on Information Theory)
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   https://doi.org/10.3390/educsci12020143  

   Welch, Lise E. ; Shumway, Jessica F. ; Clarke-Midura, Jody ; Lee, Victor R. ( February 2022 , Education Sciences)

   Programming activities have the potential to provide a rich context for exploring measurement units in early elementary mathematics. This study examines how a small group of young children (ages 5–6) express their emergent conception of a dynamic linear unit and the measurement concepts they found challenging. Video of an introductory programming lesson was analyzed for evidence of preconceptions and conceptions of a dynamic linear unit. Using Artifact-Centric Activity Theory as a lens for the analysis, we found that social context, gesturing, and verbal descriptions influenced the children’s understanding of a dynamic linear unit. Challenges that students encountered included developing a constructed conception of a unit, reconciling preconceptions about the meaning of a code, and socially-influenced preconceptions. This study furthers the exploration of computational thinking and mathematics connections and provides a basis for future exploration of dynamic mathematics and programming learning in early elementary education. 

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   Liu, Tang ; Tuninetti, Daniela ( January 2021 , 2020 IEEE Information Theory Workshop (ITW))

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