Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplemental fraction curriculum in elementary classrooms, including how teachers implemented the curriculum, their perspectives and experiences as they used it, and their students’ resulting fraction learning and STEM interest. Teachers implemented the supplemental curriculum with varying adherence but had common experiences throughout their implementation. Teachers expressed experiences related to (1) time, (2) curriculum being too different, and (3) too difficult for students. Their strategies to handle those phenomena varied. Teachers that demonstrated higher adherence to the game-enhanced supplemental fraction curriculum had students that displayed higher STEM interest and fraction learning. While this study helps to better understand elementary teachers’ experiences with game-enhanced mathematics curricula, implications for further research and program development are also discussed.
This content will become publicly available on September 2, 2025
Empowering Latine elementary school students with disabilities: computer programming through culturally sustaining curriculum
Background and Context: The study was conducted in a special
education classroom in an elementary school with multilingual
Latine students, utilizing a computer science curriculum focused
on community-based environmental literacy.
Objective: This study explores the experiences of diverse elementary
students with disabilities in learning computer programming
and identifies instructional strategies that enhance their learning
within a culturally sustaining curriculum.
Method: An exploratory case study approach was used to examine
students’ learning experiences and teachers’ instructional strategies
during curriculum implementation.
Findings: Students who typically did not engage with peers collaborated
effectively, and those with behavioral and performance
difficulties exhibited heightened engagement. Instructional strategies
included multisensory engagement and connecting environmental
and computational concepts to real-life situations.
Implications: The result underscore how a culturally sustaining
computer science curriculum can empower diverse students, foster
inclusivity, and leverage their strengths through effective teaching
practices.
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- Award ID(s):
- 2317832
- NSF-PAR ID:
- 10539313
- Publisher / Repository:
- Taylor & Francis
- Date Published:
- Journal Name:
- Computer Science Education
- ISSN:
- 0899-3408
- Page Range / eLocation ID:
- 1 to 26
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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