Thank you so much for your comment about issues that we will undoubtedly face when creating these progressions. As this is an exploratory project, we are taking a 3-pronged approach. First, we are building a database of research articles, current CS/CT curricula, and implementation materials to understand the implicit progressions within these. Second, we are looking at Scratch blocks and the types of math content required to use those particular blocks or series of blocks. Lastly, we are looking at integrated math/CS integration model lessons to try to see whether we can learn how math and CS can be integrated at the elementary level and the intersection between CCSS-math and the conceptual and procedural math required to actually meaningfully participate in these integrated activities. Within these activities, we are studying things such as persistence and collaboration. We assume that there will be overlap between these three exploratory progressions, but at this point, we have NO IDEA if that will actually be the case.

You mention that you are using Scratch to develop the math lessons and I’m wondering why you chose Scratch and also whether you looked into other tools that could combine computing and math.

Hi Paige,
In working with our partner school, we were originally using Etoys. But as the school began using chromebooks, Scratch just made more sense. The fact that Scratch was so well known was another reason for the switch. Students did do some wonderful things with Etoys. One drawback with Scratch, is that students spend more time on the aesthetics (e.g., finding sprites and making backgrounds) than on the programming itself.

Thanks for your comment. -George

Thanks! As you would expect, there are several challenges associated with this project. The biggest challenge is currently is coordinating the needs of the research the time schedule of the schools. Because we are studying computing in the context of math instruction, we need to coordinate when our pilot studies will take place with the timing of math instruction. This requires knowing the pacing guides of the classrooms and associated the math content. Another challenge (which is definitely lessening) is coordinating efforts between two research groups. Since this is a coordinated effort between my institution (UIUC) and my colleagues at CEMSE at the U of Chicago, it has taken effort to communicate the grant responsibilities, time lines, etc. I would love to hear how others address similar challenges!

That’s the hope Marty! I think that one of the intellectual contributions of this project will also be to identify the gaps and places where CS and computational thinking do not fit well within mathematics instruction.

Thanks for this comment and question, Nicole. We work closely with the district and the school on the professional development. As with the project overall, we are looking for ways to integrate. So, for example, the district found some dollars for stipends for teachers for a one-week summer experience, and the University team brings together the faculty and staff to work with the experienced teachers to put together the agenda. Teachers work with us to write modules and bring resources together for the classroom.

The teachers also have this question about scale. We are finding that a good approach is to promise only that we’ll continue to work with them beyond any particular grant period or project PD. We all know this is new territory, so our promise is to stay together and develop together.

This summer we’re doing a workshop that will train the middle school teachers at the school that takes students from our partner elementary school. That’s one way we’re scaling up. Another is to develop, publish, and promote curricular modules as widely as we can like the “Discovering Computer Science & Programming with Scratch” book that we published with National 4-H.

Can you tell us where to find this book?

Thanks Jelena. One of the most exciting aspects of this project is working with smart graduate assistants (such as yourself) and brining in your expertise, unique perspectives, and drive to improve the project!

Thanks Mike (sibling encouragement is always appreciated). We have an amazing team of researchers and practitioners working together on this project. It is truly privileged work.

Hi Barbara. We are at the very beginning stages of trying to figure out a learning progression for young learners. We are hoping that in about 5-6 months, we will publish some of these findings on our website: http://everydaycomputing.org.