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An adaptation of The 5 Practices framework for statistical investigations that accounts for differences between mathematics and statistics. 

Science educators agree that computation is a growing necessity for curricula at many levels. One program looking to bring computation into high school classes is ICSAM (Integrating Computation in Science Across Michigan), an NSF-funded program at Michigan State University. ICSAM is a year-round program that brings a community of teachers together to help them equitably add computation into their physics curricula. While in the ICSAM program, data is collected from participating teachers through interviews, surveys, classroom videos, and more. In this paper, we examine a case study of a very active participant who fits the mold of a typical high school physics teacher. We utilize the lenses of critical pedagogical discourses and contextual discourses to explore the decision-making behind the adoption of various resources by this teacher during their time with ICSAM. The ways in which this teacher integrated computation in their classroom, along with the nuanced challenges that they faced, may be able to help inform other teachers, professional development providers, and curriculum development of the nature of implementing computation into high school curricula. This work was supported by the National Science Foundation (DRL-1741575) and Michigan State University's Lappan-Philips Foundation. 

While computation is a crucial aspect of modern science, students rarely have opportunities to engage in such work. In this study, we designed a series of professional learning opportunities for 12 physics teachers to support their enactment of equitable computational pedagogies. We asked how and why teachers utilized two primary resources of the PLS when making decisions about computational pedagogies. We analyzed multiple data sources using lenses from a situative learning perspective to examine teachers’ critical pedagogical discourses. We discuss how teachers’ critical discourses shaped the way the resources were utilized when designing computational learning opportunities for their students and the implications for future equity-oriented computational professional learning opportunities for teachers.