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Award ID contains: 1942580

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  1. ; (, Mathematics Teacher: Learning and Teaching PK-12)
    Understand how to consider your students’ informal algebraic experiences from early childhood to support their formal learning of algebra. 
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    Free, publicly-accessible full text available May 1, 2026
  2. ; ; ; (, International Conference of the Learning Sciences)
    Gresalfi, M. and (Ed.)
    The importance of integrating computational thinking (CT) into existing school structures, like core content domains, has emerged from efforts to improve computer science education in the U.S. In the past, computer science has often been treated as an elective or enrichment activity, which limits students’ exposure to foundational computing ideas, especially in underserved schools. However, given the ubiquity technology plays in our lives, it is imperative that all students have access to CT. Few studies have focused on how pre-service teachers (PSTs) learn about CT. Some researchers argue that CT integration into K-12 education belongs in teacher preparation programs and that teacher educators should develop courses aimed at supporting PSTs’ understanding of CT in the context of schools. This paper explores the ways in which PSTs begin to understand CT and how they work to integrate CT into their core subject areas. 
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    Full Text Available 
  3. (, Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 843-850). Bochum, Germany: International Society of the Learning Sciences.)
    de Vries, E. (Ed.)
    This symposium explores the empirical relationship between two theoretically distinct uses of the construct of positioning in the learning sciences. To do so, it brings together different studies that examine teaching and learning in STEM classrooms that incorporate both embodied and social aspects of positioning. These examples contribute to answering the question: How does simultaneously considering students’ and teachers’ embodied movements and social positioning offer new insights into studies of STEM classroom learning? Together, these studies show how different types of positioning are tightly related to one another, suggesting that more research is needed to understand the complex relationships between the physical, social, and epistemic positions in research and design of learning environments. 
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    Accepted Manuscript Full Text Available