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  • Expansive Framing of Mathematics and Computer Science: Supporting Paraprofessionals and Classroom Teachers in Cross-Curricular Teaching
Title: Expansive Framing of Mathematics and Computer Science: Supporting Paraprofessionals and Classroom Teachers in Cross-Curricular Teaching
The paper describes an intervention to support teachers and paraprofessionals to integrate mathematics and computer science. Expansive Framing is the theoretical framework used to support transfer. It might help to communicate clearly the connections between mathematics and computer science and how EF supports in making these connections. A couple of examples might help the reader understand what expansive framing means in the context of the problems and communicate the efficacy of the approach and limitations if any. It does add value to the discussions. This paper describes the engagement of teams to co-design of curriculum, drawing on Expansive Framing theory to encourage transfer of learning. Preliminary results are reported on the value of EF when clearly explicated in the lesson plans. This paper will be a valuable inclusion in this TSG. In reviewing this paper, check word and page length to adhere to template; if possible, it would be good to consider implications of your work with reference to scalability and sustainability.  more » « less
Award ID(s):
2031382
PAR ID:
10527757
Author(s) / Creator(s):
; ; ; ;
Publisher / Repository:
Proceedings of 15th International Congress on Mathematics. Sydney, Australia. ICME-15
Date Published:
Format(s):
Medium: X
Location:
Sydney, Australia
Sponsoring Org:
National Science Foundation
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    Expansive Framing (EF) is a theory and an instructional technique to facilitate connections between content and contexts. We employed EF as an approach to create a series of integrated mathematics and computer science (CS) lessons, using digital technology as a tool to leverage shared mathematical and computational ideas. We used deductive theoretical qualitative analysis of transcripts of classroom implementations to investigate how two fifth-grade teachers and one computer lab paraprofessional educator used EF during their teaching and what the EF approach looked like in practice. Findings suggested that educators engaged in EF principles when they were present in curricular materials, yet they also made additional impromptu (albeit school-based) expansive connections. The teachers in the study also regularly framed students as authors and owners of new knowledge. We recommend that mathematics-CS integrated curricular materials include language and other supports that make unambiguous, specific connections across learning contexts. We posit that EF theory can be a support to educators in the integration of mathematics and coding instruction with digital technology. 
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