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Title: Circular Reasoning: Shifting epistemological frames across mathematics and coding activities
STEM integration holds significant promise for supporting students in making connections among ideas and ways of thinking that might otherwise remain “siloed.” Nevertheless, activities that integrate disciplines can present challenges to learners. In particular, they can require students to shift epistemological framing, demands that can be overlooked by designers and facilitators. We analyze how students in an 8th grade mathematics classroom reasoned about circles, across math and coding activities. One student showed evidence of shifting fluently between different frames as facilitators had expected. The dramatic change in his contributions gauge the demands of the activities, as do the contributions of other students, who appeared to work within different frames. Our findings have relevance for the design and facilitation of integrated STEM learning environments to support students in navigating such frame-shifts.  more » « less
Award ID(s):
2149356
PAR ID:
10575482
Author(s) / Creator(s):
; ; ;
Editor(s):
Olanoff, D; Johnson, K; Spitzer, M
Publisher / Repository:
North American Chapter of the International Group for the Psychology of Mathematics Education
Date Published:
Subject(s) / Keyword(s):
Integrated STEM / STEAM, Computational Thinking, Geometry and Spatial Reasoning, Middle School Education
Format(s):
Medium: X
Location:
https://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf
Sponsoring Org:
National Science Foundation
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