Sphero.Math

摘要

Computational thinking (CT) constitutes an essential set of skills and practices that all students should learn in order to effectively and meaningfully participate in an increasingly computational world. This paper introduces Sphero.Math, a curriculum that integrates CT concepts and practices into 4th-grade mathematics classrooms using the Sphero robot. Sphero.Math was co-designed with school district partners in such a way as to achieve two central design goals. First, integrate CT and mathematics in a mutually-supportive way, meaning that learners engage with CT as a means to deepen mathematics learning and that mathematics serves as a context to learn CT. Second, create a CT-infused curriculum using existing school/district resources that is designed to fit within the constraints of public school classrooms. Along with introducing Sphero.Math and its design goals, this paper presents empirical evidence for the types of CT and math learning opportunities that Sphero.Math can provide for students. In doing so, this work contributes to our understanding of ways to productively integrate CT into elementary classrooms and advances our understanding of how to work within existing educational infrastructure to provide effective and equitable CT learning opportunities for all students.