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Understanding how students compose CSM ideas is essential for engagement, the development of content knowledge, and a robust STEM identity. This case study focuses on the linguistic and pedagogical transformations during computer science and mathematics learning. We document these transformations accompanying idea formation and authorship to identify three essential findings: 1) Translanguaging provides a pedagogical tool for epistemic generativity, 2) Idea-crafting and pedagogical modeling, and 3) The concept of self-pedagogy. Students use translanguaging, exercising epistemic agency to order their learning experience and providing opportunities to reposition themselves and others. In one learning sequence, Joaquin, a student co-facilitator, uses space-time marking to help manage/organize current activity with past experience. These links establish an episodic account of learning that is managed, organized, and referenced as part of a larger narrative. In doing so, he authors a model that provides a substantive connection to content for his peers. 

This study explores the relationship Latino/a students developed with Computer Science (CS) and Mathematics while experiencing the Advancing Out-of-School Learning in Mathematics and Engineering (AOLME) curriculum in an after-school setting. Guided by sociocultural perspectives, the authors employed a mixed methods research design to explore how AOLME affects Latino/a students’ knowledge and enjoyment of CS and Mathematics (CSM). Findings show that AOLME is a successful example of integrated CSM curriculum design for K-12 learners by balancing the individual and social classroom setting. Quantitative data analysis indicates that students had significant increases in their self-reported enjoyment and knowledge in CS and Mathematics as they engaged in AOLME. Qualitative data provide evidence that AOLME prepared students with the foundational knowledge, skills, and practices for future endeavors in STEM fields.