CSIMMS activities

This page contains materials for CSIMMS activities

  • Professional Development Summer, 2018: The summer professional development/computer module design was held from June 25- July 26th, 2018. Eleven teachers participated. In this PD, teachers first experienced previously designed computer science modules and then discussed the computer science, mathematics, pedagogy, and Design Principles that underpinned them. Teachers were very aware of the need to be sure that the modules taught not only computer science, but also mathematics that the students were required to learn for each grade level. Teacher/computer scientist/STEM education teams then spent the remainder of the 4 weeks, pulling apart and revising the modules that were designed last year based on what was learned in their testing during the first Design Cycle and devising new ones from the ground up. Accompanying teacher slides (annotated with short notes as allowed by PowerPoint) and formative assessments for each module were also completed.
  • The annual NSF PI meeting was attended by Drs. Yuan and Andrews-Larson in June of 2018. A poster about the project and its accomplishments to date was designed and presented at this meeting.
  • A presentation was made by Dr. Granger at the annual UTeach National Annual Conference in Austin, Texas in May of 2018, describing the scope of the project and its progress to date. This is a gathering of over 45 universities and colleges focused on secondary science and mathematics teacher preparation. They are very interested in using the modules in the preparation of secondary mathematics teachers.
  • A presentation at the FSU COE Core Symposium in March of 2018 was made by three members of the team (Drs. Whalley, Andrews-Larson, and a 6th grade teacher from the Developmental Research school) describing some of the Scratch projects and learning of the teacher’s class.
  • Professional development, Summer 2017: The summer professional development/computer module design was held from July 6-28th, 2017. In this PD, teachers first experienced the computer science module that the team had prepared as learners and then discussed the computer science, mathematics, and pedagogy that underpinned it. Then the design work on the computer science modules began. Teachers were very aware of the need to be sure that the modules taught not only computer science, but also mathematics that the students were required to learn for each grade level. Teacher/computer scientist/STEM education teams spent the remainder of the 4 weeks working on the computer science modules for each grade level. Six computer science modules were developed for pilot testing with the students of the teachers this coming fall, two for 6th grade, two for 7th grade, and two for 8th grade general mathematics classes. This includes both the student task statements and a full set of teacher notes for each module. Teacher notes are not only instructions and tips for how to teach the module, but also include Scratch tutorials for teachers, pedagogical notes, class discussion questions, formative assessments at appropriate junctures in the lessons, and materials and preparation lists. Mathematics concepts targeted were those with which students at each grade level typically struggle. A set of math and computer science questions for pre/post (summative) testing were also drafted for each module.
  • Professional Development Summer, 2019: The summer professional development/computer module revision session was held from July 8th – 12th, 2019. Ten teachers participated (two of the 8th grade teachers were unable to make the summer PD and will make this up in December, 2109, prior to implementation of their modules). In this PD, teachers experienced previously designed computer science modules and then discussed the computer science, mathematics, pedagogy that underpins them. Targeted sessions in mathematics (proportional reasoning) and mathematics pedagogy (Realistic Mathematics Education) were presented. Teacher/computer scientist/STEM education teams then spent time revising the modules that still needed work based on teacher, student, and team assessment and data collected on modules during Year 2 and what they had learned during this professional development.
  • A paper was given at that annual meeting of the American Educational Research Association: Smith, J., Granger, E., Andrews-Larson, C., Southerland, S., Yuan, X., Whalley, D., Haider, M., Rahman, S. (2019) Emerging design principles for curriculum to integrate computer coding into middle school mathematics. Annual Meeting of the American Educational Research Association, Toronto, Canada (April 8, 2019).
  • A poster presentation at the 2019 NSF Project Directors Meeting was made by one member of the team (Dr. Granger) describing the project, the developed Design Principles, and progress to date.
  • A presentation was submitted and accepted for presentation at the national UTeach Network annual meeting to be held in Austin, Texas in late June, 2020. (This meeting was cancelled due to the Covid-19 pandemic.)
  • A STEM for All Video Showcase: Learning from Research and Practice entry was made. In this Video Showcase more than 170 federally funded projects shared short videos of their STEM education work. A short video of the CSIMMS project was prepared and entered in this event (https://stemforall2020.videohall.com/presentations/1819 [stemforall2020.videohall.com]) which was held from May 5-12, 2020. Feedback on our entry was quite positive.
  • A presentation was given at the annual UTeach National Annual (Virtual) Conference sponsored by the University of Texas—Austin, June 21-23, 2021: Granger, E., Southerland, S., Smith, J. (2021) Teacher Beliefs and the Enactment of Integrated Computer Science and Mathematics Lessons. Annual UTeach National Conference (Virtual) sponsored by the University of Texas—Austin, June 21-23, 2021.
  • A presentation was given at the annual UTeach National Annual (Virtual) Conference sponsored by the University of Texas—Austin, June 21-23, 2021: Andrews-Larson, C., Mauntel, M., Cloud, C., Smith, J. (2021) Design Principles for Integration of Middle Grades Mathematics and Computer Science. Annual UTeach National Annual Conference (Virtual) sponsored by the University of Texas—Austin, June 21-23, 2021.
  • A presentation was given at the annual UTeach National Annual (Virtual) Conference sponsored by the University of Texas—Austin, June 21-23, 2021: Gannon, A., Mohsen, M.M., Yuan, X., Whalley, D., Southerland, S. (2021) Implications of Integrating Computer Science in Middle School Mathematics. Annual UTeach National Annual Conference (Virtual) sponsored by the University of Texas—Austin, June 21-23, 2021.
  • A new STEM for All Video Showcase: Computer Science Integrated with Math in Middle Schools was made for the 2021 showcase. In this Video Showcase more than 280 federally funded projects shared short videos of their STEM education work. A short video of the CSIMMS project was prepared and entered in this event (https://stemforall2021.videohall.com/presentations/2054) which was held from May 11-18, 2021. Feedback on our entry was quite positive.
  • A paper was given at the 2021 annual meeting of the American Education Research Association held in San Diego, CA, on April 22-25, 2022: Smith, J.L., Granger, E., Southerland, S.A., Andrews-Larson, C. (2021) Exploring the Forces Shaping the Implementation of an Integrated Mathematics and Computer Science Curriculum.
  • A presentation entitled, Curriculum Modules that Integrate the Instruction of Mathematics and Computer Science, was made by Drs. Granger and Southerland with teacher Megan Crombie and graduate student Ashley Gannon at the annual UTeach National Conference sponsored by the University of Texas—Austin, June 21-23, 2022.
  • A paper entitled, Experience with Integrating Computer Science in Middle School Mathematics, by Gannon, A, Gavahi, M., Yuan, X., Whalley, D., Southerland, S., Andrews-Larson, C., Granger, E. was presented at the
    Innovation and Technology in Computer Science Education annual meeting held in Dublin, Ireland in July of 2022.
  • A paper entitled, Balloons and weights: Teaching integers through context, by Andrews-Larson, C. J., Wilson, J., Mauntel, M., & Smith, J. is under review by the Mathematics Teacher: Learning and Teaching Pre-K-12 journal.