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1. Prospective teachers enacting proof tasks in secondary mathematics classrooms.

   Buchbinder, O.; McCrone, S. (January 2019, Congress of the European Society for Research in Mathematics Education)

   We use a curriculum design framework to analyze how prospective secondary teachers (PSTs) designed and implemented in local schools, lessons that integrate ongoing mathematical topics with one of the four proof themes addressed in the capstone course Mathematical Reasoning and Proving for Secondary Teachers. In this paper we focus on lessons developed around the conditional statements proof theme. We examine the ways in which PSTs integrated conditional statements in their lesson plans, how these lessons were implemented in classrooms, and the challenges PSTs encountered in these processes. Our results suggest that even when PSTs designed rich lesson plans, they often struggled to adjust their language to the students’ level and to maintain the cognitive demand of the tasks. We conclude by discussing possible supports for PSTs’ learning in these areas. 

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2. Teacher Reflections on a 3C Professional Development Model for Integrating Computational Thinking in Early Childhood and Elementary Classrooms

   Blanton, Melanie; Joswick, Candace; Jocius, Robin; Albert, Jennifer; Joshi, Deepti (March 2025, Association for the Advancement of Computing in Education (AACE))

   The purpose of this paper is to explain how we adapted our novel 3C PD Model (Code, Connect, and Create) for teacher professional development (PD) around computational thinking (CT) integration for elementary teachers. We will share PD design choices that support early childhood and elementary teachers in learning about CT knowledge, skills, and dispositions and making content connections to CT. We will also detail how we have helped teachers begin planning for CT-integrated lesson implementation. We will share empirical data from a post-PD survey that includes teacher reflections on their participation in the 3C PD Model. We conclude by making recommendations and offering implications for PK-5 PD providers that aim to increase teachers’ pedagogical content knowledge (PCK) around CT and integration. 

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3. Teachers’ Conceptualizations of Computational and Mathematical Thinking

   https://doi.org/https://doi.dx.org/10.22318/icls2020.2053  

   Walton, Margaret Walkoe; Elby, Andrew; Fofang, Janet Shufor; Weintrop, David (July 2022, International Conference of the Learning Sciences)

   Gresalfi, M. and (Ed.)

   The importance of integrating computational thinking (CT) into existing school structures, like core content domains, has emerged from efforts to improve computer science education in the U.S. In the past, computer science has often been treated as an elective or enrichment activity, which limits students’ exposure to foundational computing ideas, especially in underserved schools. However, given the ubiquity technology plays in our lives, it is imperative that all students have access to CT. Few studies have focused on how pre-service teachers (PSTs) learn about CT. Some researchers argue that CT integration into K-12 education belongs in teacher preparation programs and that teacher educators should develop courses aimed at supporting PSTs’ understanding of CT in the context of schools. This paper explores the ways in which PSTs begin to understand CT and how they work to integrate CT into their core subject areas. 

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4. Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education

   Ketelhut, D. J.; Hestness, E.; Cabrera, L.; Jeong, H.; Plane, J.; & McGinnis, J. R. (April 2019, Society for Information Technology & Teacher Education International Conference)

   Abstract. We investigated preservice teachers’ (PSTs) (N=13) experiences in a science teaching inquiry group professional learning experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (n=6) participated alongside their mentor teachers. The others (n=7) participated independently. Our research question was: To what extent, if any, did participating in a professional learning experience on CT along with their mentor teachers appear to enhance PSTs’ learning and practice related to CT integration? We analyzed evaluation feedback, interviews, participant-developed lesson plans, surveys, and attendance data. Findings suggested that participants in both groups reacted positively to the learning experience’s content and approach, and expressed similar perceptions of their CT integration knowledge. PSTs participating with their mentor teachers felt slightly more successful in their CT integration efforts, and perceived CT integration as more feasible in their teaching contexts. However, differences between the groups were minimal. We also noted possible of influence of PSTs’ perceptions of the districts in which they were teaching. Our findings underscore the importance of PSTs’ perceptions of their teaching contexts when bringing a new innovation to the classroom - namely, perceptions of their mentors and curricula as supportive of the innovation. Through this ongoing work, we seek to identify empirically-supported strategies for preparing PSTs to integrate CT into their future classrooms. 

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5. First impressions matter: An analysis of prospective teachers' noticing of curriculum materials

   Block, Scott; Quaisley, Kelsey; Males, Lorraine M (October 2023, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, T; Moss, D (Ed.)

   Given the ubiquity of curriculum materials and complexity of their usage, it is imperative that teacher education programs prepare prospective teachers (PSTs) to use curriculum materials. In this paper, we focus on what PSTs notice when they are interacting with curriculum materials, and how their initial impressions of curriculum materials influence their later understandings of curriculum materials. We found that PSTs’ 20-second impressions may be indicative of their longer impressions of curriculum materials, which can include their preferences, values, beliefs, and approaches to using curriculum materials. We suggest that teacher educators expose PSTs to a variety of curriculum materials to better support PSTs in planning and enacting lessons. 

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