International Journal of Education in Mathematics, Science and Technology
Necmettin Erbakan University
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In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact interdisciplinary mathematics and computer science (CS) tasks with a team of elementary school educators and school district personnel. The unit focuses on the concepts of exponents in mathematics and repeat loops as a control structure in computer science. Using a narrative approach, we describe what occurred during the collaborative planning of lessons and subsequent enactments in two fifth-grade classrooms and one computer lab and provide a practitioner-oriented account of our experience.
Beck, K.E., Shumway, J.F., Shehzad, U., Clarke-Midura, J., & Recker, M. (2024). Facilitating mathematics and computer science connections: a cross curricular approach. International Journal of Education in Mathematics, Science, and Technology 12(1), 85-98. https://doi.org/10.46328/ijemst.3104