Contrasting Classroom Cases to Explore The Value of Integrating Computer Science and Mathematics

This exploratory study is the first to undertake a direct comparison of students’ learning in two classrooms, one in which CS was integrated with mathematics using Bootstrap curricular tools, and one in which it was not. Multiple data sources were employed, including teacher and student surveys, recordings of classroom instruction, student homework, and assessments. Study findings suggest that where significant differences in student learning were identified, instructional approaches varied. Despite having little to no interest in mathematics, students in both types of classes experienced gains. The teacher who integrated CS created opportunities for conceptual understanding of functions and systems of equations; whereas the teacher in the other classroom focused on supporting her students to develop skills associated with procedural understanding (e.g., specific methods for solving problems and memorizing steps). Integrating CS with mathematics is discussed as providing opportunities for students with different abilities to develop conceptual understanding. <br>