CSIMMS research
Goals and Objectives
The goals of the proposed project, Computer Science Integrated with Mathematics in Middle School (CSIMMS), are: to examine what it takes to implement prototype CS modules appropriate for the middle-school grades 6, 7, and 8, developed through Design-Based Research, as well as student outcomes related to integration of these modules into middle-school general-mathematics courses. The results of this project provide preliminary proof of concept evidence for inclusion of such modules into mathematics instruction. The objectives of CSIMMS are:
- To employ Design-Based Research for the development and implementation of CS modules for general mathematics courses at each middle-school grade level (6, 7, and 8);
- To engage teams of middle-school mathematics teachers, CS university faculty, and STEM educational researchers in collaborating in the design and development of these CS modules;
- To examine the effectiveness of the CS modules for teaching selected Common Core aligned mathematics content and practices;
- To examine the effectiveness of the CS modules for teaching basic, foundational CS content and practices;
- To explore the capacity building necessary for schools to successfully integrate CS modules into mathematics instruction at the middle-school level.
- To understand the differences in implementation and student learning for teachers with differing amounts of familiarity with the math/CS modules and who teach in different school contexts.
Research Questions
The research questions guiding this project focus on two major themes, capacity building and student outcomes:
Capacity Building
- How does teacher thinking and beliefs about mathematics learning and their familiarity with the math/CS modules shape the ways in which they enact those modules?
- What are the considerations and design principles to guide curriculum development teams as they are developing modules in which CS is integrated into mathematics instruction with the goal of fostering the learning of a diverse middle-school population?
- What does it “take” in terms of physical and social capital to get computer science integrated into mathematics instruction in middle schools?
- What are the affordances and constraints of integrating computer science into mathematics instruction in terms of student outcomes in mathematics and computer science?
Student Outcomes
- What is the effectiveness of modules that integrate CS into mathematics for teaching the selected mathematical concepts and practices at the middle-school level (i.e., what are the student learning outcomes in mathematics)?
- What is the effectiveness of modules that integrate CS into mathematics for teaching the selected CS concepts and practices at the middle-school level (i.e., what are the student learning outcomes in CS)?
- How effective are modules that integrate CS into mathematics at fostering and maintaining student interest in CS? In mathematics?
- How does teacher thinking and beliefs about mathematics learning and their familiarity with the math/CS modules shape the ways in which they enact those modules and what is the impact of this enactment on student learning?
Research Overview
The research focused on (1) the requirements for capacity building for classroom implementation of modules that integrate CS into mathematics instruction and (2) the ways in which student engagement in these modules fosters mathematics and CS learning and student interest in STEM. Thus, as a whole, the research plan calls for a mixed methods study. The first research theme, capacity building, was addressed through largely qualitative means in which the design team’s interactions are recorded and analyzed and their work products from the field tests (classroom enactment) are scrutinized for meaning. The second research theme, student outcomes, was addressed through more quantitative methods, including pre/post control-group research assessments exploring various facets of students’ mathematics and CS learning and affective responses.