Document Type

Report

Publication Date

7-12-2024

First Page

1

Last Page

5

Abstract

Expansive Framing (EF) is a theory to explain transfer of learning and an instructional technique to facilitate transfer. We employed EF as an approach to create a series of integrated mathematics-computer science (CS) lesson plans and studied their implementation by teachers in two fifth-grade classrooms and a paraprofessional in one Computer Lab classroom. We used deductive theoretical qualitative analysis of transcripts of classroom implementations to investigate how educators used EF in their lessons. Findings suggested that educators most effectively engaged in EF principles when they were present in curricular materials. We recommend that mathematics-CS integrated curricular materials include framing language and other supports that make unambiguous, explicit connections across learning contexts to support educators in helping students engage in productive transfer between mathematics and computer science.

Comments

This work was supported by National Science Foundation Grant no. 2031382 and 2031404. Opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agency. We thank the participating teachers and students.

Download

Share

COinS