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1. Increasing Student Engagement, Fraction Knowledge, and STEM Interest Through Game-Based Intervention

   Hunt, J; Taub; M; Marino, M; Holman, K; Womack-Adams, K (January 2025, Journal of Special Education Technology)

   In this study, we evaluate the impact of a game-based supplemental fraction curriculum on student engagement, fraction knowledge, and STEM interest in inclusive elementary mathematics classrooms. Utilizing a robust experimental design, the research explores how a game-based interventions can augment traditional fraction instruction and promote STEM interest among students, including those with disabilities. The curriculum, grounded in Scheme Theory and Learning Trajectories, significantly improved students’ fraction understanding and STEM interest. These findings highlight the potential of integrating game-based learning into mathematics education to address foundational STEM concepts and advocate for further research to explore scalability and broader applicability. The results of the study underscore the potential of innovative educational strategies to enhance learning outcomes and fostering interest in STEM careers among diverse student populations. 

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2. Workshops and Co-design Can Help Teachers Integrate Computational Thinking into Their K-12 STEM Classes

   Wu, S.; Peel, A.; Bain, C.; Anton, G.; Horn, M.; Wilensky, U. (April 2020, Proceedings of International Conference on Computational Thinking Education 2020)

   Kong, S.C. (Ed.)

   This work aims to help high school STEM teachers integrate computational thinking (CT) into their classrooms by engaging teachers as curriculum co-designers. K-12 teachers who are not trained in computer science may not see the value of CT in STEM classrooms and how to engage their students in computational practices that reflect the practices of STEM professionals. To this end, we developed a 4-week professional development workshop for eight science and mathematics high school teachers to co-design computationally enhanced curriculum with our team of researchers. The workshop first provided an introduction to computational practices and tools for STEM education. Then, teachers engaged in co-design to enhance their science and mathematics curricula with computational practices in STEM. Data from surveys and interviews showed that teachers learned about computational thinking, computational tools, coding, and the value of collaboration after the professional development. Further, they were able to integrate multiple computational tools that engage their students in CT-STEM practices. These findings suggest that teachers can learn to use computational practices and tools through workshops, and that teachers collaborating with researchers in co-design to develop computational enhanced STEM curriculum may be a powerful way to engage students and teachers with CT in K-12 classrooms. 

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3. How Classroom Gameplay Changes Teachers: Perceptions and Takeaways on the Use of Computer Games After a Classroom Intervention

   https://doi.org/10.5281/zenodo.8302924  

   Torres Castillo, Ruth (January 2023, Journal of advanced technological education)

   While teachers are consistently asked to investigate new forms of technology, the use of computer-based games provides additional, unique issues. This research describes the changes in 12 elementary teachers' perceptions of games in the classroom after participating in an early algebra game-based intervention. Teachers implemented two computer-based games and one interactive tool as part of their daily mathematics lesson. They were also asked to guide their students through specific supplemental activities for out-of-game learning, which directly related to the content in the games. Surveys, classroom observations, self-reflection logs, and interviews documented teacher-student interaction during Math Snacks games. Findings reflect how the intervention changed teachers' views of games; their orientation to using inquiry in the classroom; their facilitation of technology; and their perception of including students with different abilities in gameplay. Participating teachers saw games as a tool to let students explore and introduce a topic with minimal initial guidance. Some teachers also noted the value of computer-based games in supporting low-performing students' integration and participation with the rest of the class. Teachers reported that students' collaboration and discussion skills were the primary competencies noticed while students were playing. Most of the teachers noted that their role as facilitators is essential n in the students' learning. 

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4. Collective Argumentation: Integration of Coding into Mathematics and Science Learning

   https://doi.org/10.18260/1-2--32375  

   Foutz, Tim; Hill, Roger; Crawford, Barbara; Thompson, Sidney; Conner, AnnaMarie; Kim, ChanMin; Jackson, David (June 2019, In proceedings of the 2019 ASEE Annual Conference & Exposition.)

   This project, titled Collective Argumentation Learning and Coding (CALC), is based on our belief that if teachers had an instructional approach that allowed them to teach coding alongside mathematics and science in integrated ways, then coding would become a mainstream subject taught in the elementary school curriculum. However, few practicing elementary school teachers have the academic backgrounds that allow them to teach coding in a manner that goes beyond allowing students to learn how to code through trial-and-error experimentation and as an additive learning activity such as an after-school program. Current content and practice standards call for the use of argumentation in the teaching of mathematics and science. This project is focused on extending the collective argumentation framework for the teaching of mathematics to the teaching of coding. Teachers at our partnering school district have completed the first design of a prototype CALC course where they used collective argumentation to learn how to code educational robotics. At the end of this course, the teachers developed lesson plans that were implemented in grades 3, 4 and 5.This paper and conference presentation focused on the research question, how do elementary school teachers use the CALC approach to support their students’ learning of coding, mathematics, and science content and practices? Overall, the implementation of the CALC approach demonstrated the growth of the teachers in their ability to teach coding as a reasoning process and as a means to integrate it into everyday classroom activities. 

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5. Teaching Elementary Mathematics with Educational Robotics

   https://doi.org/10.30707/JSTE57.1.1664998343.900405  

   Yuling, Zhuang; Foster, Jonathan K.; Conner AnnaMarie; Crawford, Barbara A.; Foutz, Timothy; Hill, Roger B. (January 2022, Journal of STEM Teacher Education)

   Brown, Ryan; Antink-Meyer, Allison (Ed.)

   Current education reforms call for engaging students in learning science, technology, engineering, and mathematics (STEM) in an integrative way. This critical case study of one fourth grade teacher investigated the use of educational robots (ER) not only for teaching coding, but as an instructional support in teaching mathematical concepts. To support teachers in teaching coding in an integrative and logical manner, our team developed the Collective Argumentation Learning and Coding (CALC) approach. The CALC approach consists of three elements: choice of task, coding content, and teacher support for argumentation. After a cohort of elementary teachers completed a professional development course, we followed them into their classrooms to support and document implementation of the CALC approach. Data for this case consisted of video recordings of two lessons, a Pre-interview, and Post-interview after each lesson. Research questions included: How does an elementary teacher use the CALC approach (integrative STEM approach) to teach mathematics concepts with ER? What are the teacher’s perspectives towards teaching mathematics with ER using an integrative STEM approach? Results from this critical case provide evidence that teachers can successfully integrate ER into the mathematics curriculum without losing coherence of mathematics topics and while remaining sensitive to students’ needs. 

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