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Abstract It is important to understand how students reason in K-12 integrated STEM settings to better prepare teachers to engage their students in integrated STEM tasks. To understand the reasoning that occurs in these settings, we used the lens of collective argumentation, specifically attending to the types of warrants elementary students and their teachers provided and accepted in integrated STEM contexts and how teachers supported students in providing these warrants. We watched 103 h of classroom instruction from 10 elementary school teachers and analyzed warrants that occurred in arguments in mathematics, coding, and integrated contexts to develop a typology of warrants contributed in mathematics and coding arguments. We found that these students made their warrants explicit the majority of the time, regardless of the teacher’s presence or absence. When teachers were present, they supported argumentation in various ways; however, they offered less support in integrated contexts. Additionally, we found students relied more on visual observations in coding contexts than in mathematics or integrated contexts, where they often provided warrants based on procedures required to accomplish a task. These findings have implications for improving integrated STEM instruction through engaging students in argumentation.
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This content will become publicly available on November 1, 2026
Evolution of Finch robot orchestrations in teaching primary school mathematics.
This study utilised the theoretical framework of instrumental orchestrations to analyse changes in types, frequencies, and sequences of orchestrations of two co-teachers in a 3rd grade Integrated Collaborative Teaching (ICT) classroom in New York City public school. The teachers implemented mathematics activities that used Finch robot and native block-based coding App to address topics in the standards-based curriculum while also attending monthly professional development (PD) sessions to support their implementation of these activities. Analysis of six videos collected over a period of one year indicated that as time progressed, the teachers felt more confident in using Finch to support mathematics instruction. They shifted from mostly teacher-centred orchestrations towards more student-centred ones. At the same time, they started using more types of orchestrations which also led on average to a larger orchestration frequency.
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- Award ID(s):
- 2147699
- PAR ID:
- 10579291
- Publisher / Repository:
- Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), http://erme.site/cerme-proceedings-series/
- Date Published:
- Subject(s) / Keyword(s):
- Instrumental orchestration Primary mathematics Classroom teaching practice Robot coding integration Technology.
- Format(s):
- Medium: X
- Location:
- Bolzano, Italy
- Sponsoring Org:
- National Science Foundation
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