Decomposition Demystified: An Exploratory Learning Progression for Integrating Decomposition in Elementary School Lessons

• In Event: Unplugged CT as Essential Learning Practices: Examples from Elementary Contexts

Abstract

Although the benefits of integrating computational thinking (CT) into K-5 core subject lessons is being increasingly recognized, elementary teachers continue to lack training, guidance and tools with respect to how CT can be integrated. In this paper, we concentrate on creating those resources for the CT concept decomposition. We focus specifically on decomposition because of its foundational nature and perceived accessibility for elementary teachers, potentially easing its adoption compared to other CT concepts.
Research on decomposition in K–5 education underscores both its promise and the challenges of implementation. While learning trajectories and assessment frameworks have been proposed (e.g., Rich et al., 2018; P. Rich et al., 2019), the field still lacks concrete, classroom-ready examples. Studies show that young learners are capable of engaging in decomposition, and this skill develops with age regardless of gender (Rijke et al., 2018; Assaf et al., 2024). However, classroom data reveal variability in students’ ability to apply decomposition across contexts (Lou et al., 2022). Overall, more research is needed to provide practical guidance for elementary educators seeking to support students’ progression in decomposition.
Decomposition refers to the process of breaking something down into small and manageable pieces, which is what we aim to do here. We present an exploratory learning progression as a framework to describe how teacher and student understanding might develop over time, based on theoretical and empirical insights from integrating decomposition into elementary school lessons in core subject areas (Gallacher et. al, 2019). Instead of outlining a rigid or prescriptive path, we offer this progression as a flexible tool to support instruction and the ability to asses students' level of understanding for instruction. We believe this will make the process of integrating decomposition more manageable for elementary teachers.
Our mixed-methods inquiry involves collaborative work with K-5 teachers who worked over a two year period to develop and implement core content lessons that embed decomposition. Teachers were free to choose the CT concepts and core subject areas that they developed lessons for. Over 60 lessons with decomposition in them were created for grades K-5. Data sources include a rich array of lesson artifacts (lesson plans, video recordings of instruction, student work samples), documentation from planning and lesson debrief meetings, teacher surveys, written reflections, and semi-structured interviews. Preliminary results indicate the emergence of a practical learning progression for decomposition, outlining how this CT concept can be scaffolded and integrated across various elementary subjects. This work holds significant scholarly importance by addressing a critical need for concrete direction and illustrative examples for K-5 teachers seeking to integrate computational thinking into their pedagogical practices.

Authors

• Maggie Vanderberg, Southern Oregon University

• Dylana Garfas, Ashland School District