Designing Equitable Computational Thinking Learning Opportunities in Under-Resourced Elementary Mathematics Classrooms

Computation is changing our world. In order to prepare learners to succeed in an increasingly digital landscape, it is important that all students have meaningful computational learning experiences early in their K-12 educational careers. The approach I take with this work is to integrate computational thinking into elementary mathematics classrooms in a way that empowers learners to draw on their Funds of Knowledge while also working within the constraints of the public education system. This project was co-developed through a researcher-practitioner partnership with an urban school district and is designed to align with the district’s mission of joyful and equitable learning while using resources already present within the district. The primary contribution of this study will be in documenting how an integrated approach can be used to provide meaningful and equitable computational thinking learning opportunities for young students. Further, this work will advance our understanding of the nature of computational thinking for elementary learners and provide examples for how to design equitable computational thinking learning experiences that fit within the constraints of public classrooms. In doing so, this project advances the goal of bringing computational thinking to all learners in an effective, equitable, and actionable way.

Duration
9/1/2020 - 8/31/2022
Principal Investigator
Funder
Funders (other)
The National Academy of Education/Spencer Postdoctoral Fellowship Program
Total Award Amount
$70,000
Project Website
https://education.umd.edu/news/06-18-20-coe-faculty-awarded-prestigious-national-academy-educationspencer-postdoctoral