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This poster presents findings on middle school students’ understanding of core Computer Science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students. Each student worked on 16-22 formative assessment tasks designed to assess understanding on the ‘Algorithms and Programming’ middle school CS standards. Our study describes students’ interpretations of the CS concepts and discusses potential factors influencing student interpretations. Significance and next steps are described.
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Explicating Interpretations of Equivalence in Measurement Contexts
In this paper we analyze common solutions that students often produce to isomorphic tasks involving proportional situations. We highlight some key distinctions across the tasks and between the different equations students write within each task to help elaborate the different interpretations of equivalence at play: numerical, transformational, and descriptive. We use this opportunity to further explore the value of operationalizing these interpretations in both research and instruction.
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- Award ID(s):
- 2055590
- PAR ID:
- 10352237
- Editor(s):
- Reid, David
- Date Published:
- Journal Name:
- For the Learning of Mathematics
- Volume:
- 41
- Issue:
- 3
- ISSN:
- 0228-0671
- Page Range / eLocation ID:
- 36-41
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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