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1. Experience with Integrating Computer Science in Middle School Mathematics

   https://doi.org/10.1145/3502718.3524787  

   Ashley Gannon, Mohsen Gavahi (July 2022, Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education Vol 1 (ITiCSE 2022))

   The Florida State University (FSU) Computer Science Integrated with Mathematics in Middle Schools (CSIMMS) project explores the feasibility and effectiveness of integrating Computer Science (CS) into middle school general mathematics courses. Through Design Based Research, we developed and tested 13 teaching modules that integrate CS concepts into general middle school mathematics courses, grades 6, 7, and 8, beginning in 2017. In this paper, we discuss our experience with integrating computer science into middle school mathematics and report our preliminary findings. 

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2. Evolving a K-12 Curriculum for Integrating Computer Science into Mathematics

   https://doi.org/10.1145/3408877.3432546  

   Fisler, Kathi; Schanzer, Emmanuel; Weimar, Steve; Fetter, Annie; Renninger, K. Ann; Krishnamurthi, Shriram; Politz, Joe Gibbs; Lerner, Benjamin; Poole, Jennifer; Koerner, Christine (March 2021, SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education)

   null (Ed.)

   Integrating computing into other subjects promises to address many challenges to offering standalone CS courses in K-12 contexts. Integrated curricula must be designed carefully, however, to both meet learning objectives of the host discipline and to gain traction with teachers. We describe the multi-year evolution of Bootstrap, a curriculum for integrating computing into middle- and high-school mathematics. We discuss the initial design and the various modifications we have made over the years to better support math instruction, leading to our goal of using integrated curricula to cover standards in both math and CS. We provide advice for others aiming for integration and raise questions for CS educators about how we might better support learning in other disciplines. 

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3. Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies?

   https://doi.org/10.1080/08993408.2020.1751525  

   Vogel, Sara; Hoadley, Christopher; Castillo, Ana Rebeca; Ascenzi-Moreno, Laura (May 2020, Computer Science Education)

   Background and Context: In this theory paper, we explore the concept of translanguaging from bilingual education, and its implications for teaching and learning programming and computing in especially computer science (CS) for all initiatives. Objective: We use translanguaging to examine how programming is and isn't like using human languages. We frame CS as computational literacies. We describe a pedagogical approach for teaching computational literacies. Method: We review theory from applied linguistics, literacy, and computational literacy. We provide a design narrative of our pedagogical approach by describing activities from bilingual middle school classrooms integrating Scratch into academic subjects. Findings: Translanguaging pedagogy can leverage learners' (bilingual and otherwise) full linguistic repertoires as they engage with computational literacies. Implications: Our data helps demonstrate how translanguaging can be mobilized to do CS, which has implications for increasing equitable participation in computer science. 

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4. Emerging Design Principles for Curriculum to Integrate Computer Coding into Middle School Mathematics

   Smith, J.; Granger, E.; Andrews-Laron, C.; Southerland, S.; Whalley, D.; Haidar, M.; Rahman, S. (January 2019, Annual meeting program - American Educational Research Association)

   This is part of a larger effort bringing together a diverse design team, to create curriculum integrating computer coding and middle-school general-mathematics. The goal was to enhance the instruction of students that have been traditionally underserved in mathematics by using computer science ideas found in coding to complement, reinforce, and build on mathematics ideas in a meaningful way. The development of modules was guided by the principles of Design-Based Research and Realistic Mathematics Education instructional design heuristics, in particular by drawing on the notion of guided reinvention through emergent models. Here we present the design principles that emerged from the first half of the effort with the hopes of informing other projects that integrate coding and mathematics learning. 

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5. Some Bridges Span More than Water: Engaging High School Java Learners with Data Structure Visualizations and Real-World Data

   https://doi.org/10.1145/3408877.3439558  

   Perry, Kathryn; Subramanian, Kalpathi; Saule, Erik (March 2021, Proceedings of the 52nd ACM Technical Symposium on Computer Science Education)

   Many high school mathematics teachers have stepped up to the charge of learning computer science and offering CS courses to their students. As CS grows in popularity, more students are completing AP CS A as sophomores or juniors, and looking for advanced opportunities while still in high school. Our project seeks to support high school teachers in their quests to meet students' needs for advanced CS coursework. I am one such teacher who faced that need, and was relieved to find the BRIDGES libraries and projects repository website for CS college professors. I began the work of adapting their data structures related projects for use in my courses. Solving Java programming challenges using BRIDGES libraries has helped my students visualize and program with one- and two-dimensional arrays and linked lists. In this talk, we encourage/recruit high school teachers to try our adapted-for-high-school BRIDGES materials, and share in the joy of cool visualizations that make data structures come alive. Using one sample project, I will show how an engaging problem, scaffolded learning materials, and dynamic visualizations converge to facilitate student understanding of, and programming agility with, two-dimensional arrays. 

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