PD Supporting CS and Math Integration: Implications of Teacher Interest and Confidence for Workshop Design

Background and context: Integrating computer science (CS) and mathematics in classrooms is increasingly recognized as a way for schools to address national CS mandates.<br><br>Objective: In order to inform CS educators’ providing professional development (PD) on CS and mathematics integration, we examined how teachers’ background characteristics and interest affects their PD participation and follow through to integrate.<br><br>Method: This is an exploratory, mixed-method study. Analyses focused on participants (N = 56) in an entry-level hybrid PD workshop, and a sub-group of participants (n = 14) who returned to take the workshop a second time.<br><br>Findings: Readiness to integrate was associated with prior experience with programming, teaching advanced mathematics classes, and interest in CS. Findings indicated that not all mathematics teachers have an interest in mathematics, and that their interest in mathematics may develop as possibilities for integration become clear. As participants (such as those who returned) came to understand these possibilities, their interest in mathematics showed increases, and a tendency was identified for increased interest in CS, student learning, and teaching blogs.<br><br>Implications: Participants in CS PD are likely to benefit when: (a) those with little background and/or interest are encouraged to make their own connections to CS and mathematics integration, and (b) those with more background and/or interest are enabled to think in new ways about it. It also appears that enabling participants to re-enroll in PD was critical support for making connections to CS and mathematics integration, and to beginning to use this information in their classrooms.