Integrating Elementary Computer Science and Mathematics Instruction: One Size Does Not Fit All

• In Event: Innovative Strategies for Teaching Computational Thinking and Computer Science: From Robotics to Integrated Learning Models

Abstract

This paper presents a model, the double integration model, for integrating Computer Science (CS) and mathematics in upper elementary instruction. Fifth-grade students (n=1,037) participated either in the double integrated model (Condition 1; integrated in both CS and Math instruction) or integrated lessons only in CS instruction (Condition 2). After each lesson, students rated their enjoyment, perceived ease, and perceptions of CS-math connections. Multilevel analyses revealed that Condition 1 students reported significantly more positive perceptions and stronger CS-math connections of the lessons than Condition 2 students. Girls in Condition 1 responded more positively than boys on enjoyment and connection items, and outperformed Condition 2 girls across all measures. These findings underscore the double integration model's effectiveness, particularly in enhancing girls' engagement.

Authors

• Umar Shehzad, Utah State University

• Jody E. Clarke-Midura, Utah State University

• Mimi M. Recker, Utah State University