Navigating Multiplicative Reasoning as Loops: Students’ Meaning-Making of Integrated Elementary Mathematics and Computer Science Lessons (Poster 27): SIG-Learning Sciences, Stage 2, 8:48 AM

• In Event: e-Lightening Ed-Talk Session 18 - Stage 2

Abstract

This study explores how second-grade students navigate and make-meaning across integrated mathematics and computer science (CS) lessons, focusing on multiplicative reasoning and loops. Using the commognition framework, we analyzed video data from three lessons involving a coding robot. The study reveals two key themes around representational mismatching and that students faced challenges in reconciling their mathematical understanding with the syntax rules of programming. The findings highlight the complexity of integrating math and CS symbol systems in elementary education and the importance of supporting students' meaning-making processes. The research contributes to understanding how students engage with multiplicative concepts through programming and suggests implications for designing effective pedagogical strategies in integrated math and CS lessons for elementary classrooms.

Authors

• Anahita Ashineh, Utah State University

• Jody E. Clarke-Midura, Utah State University

• Deborah Silvis, SUNY - College at Cortland

• Jessica F. Shumway, Utah State University

• Joseph S. Kozlowski, Utah State University

• Camille Lund, Utah State University