Circular Reasoning: Shifting Epistemological Frames across Mathematics and Coding Activities = Razonamiento Circular: Cambios del Marco Epistemológico en Actividades en la Intersección de Matemáticas y Codificación [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Brady, Corey; Vogelstein, Lauren; Gresalfi, Melissa; Knowe, Madison
Titel	Circular Reasoning: Shifting Epistemological Frames across Mathematics and Coding Activities = Razonamiento Circular: Cambios del Marco Epistemológico en Actividades en la Intersección de Matemáticas y Codificación [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Computer Science Education; STEM Education; Coding; Interdisciplinary Approach; Epistemology; Geometry; Thinking Skills; Spatial Ability; Grade 8; Middle School Students; Learning Activities; Teaching Methods; Urban Schools; Art Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Computer science lessons; Informatikunterricht; STEM; Codierung; Programmierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Erkenntnistheorie; Geometrie; Denkfähigkeit; Räumliches Vorstellungsvermögen; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Arts; Education; Art in Education; Kunst; Bildung; Erziehung
Abstract	STEM integration holds significant promise for supporting students in making connections among ideas and ways of thinking that might otherwise remain "siloed." Nevertheless, activities that integrate disciplines can present challenges to learners. In particular, they can require students to shift epistemological framing, demands that can be overlooked by designers and facilitators. We analyze how students in an 8th grade mathematics classroom reasoned about circles, across math and coding activities. One student showed evidence of shifting fluently between different frames as facilitators had expected. The dramatic change in his contributions gauge the demands of the activities, as do the contributions of other students, who appeared to work within different frames. Our findings have relevance for the design and facilitation of integrated STEM learning environments to support students in navigating such frame-shifts. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01