From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms

Connor Patrick Bain; Gabriella Anton; Michael Stephen Horn; Uri Wilensky

From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms

Connor Patrick Bain, Gabriella Anton, Michael Stephen Horn, Uri Wilensky

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

CS Educators pushing to integrate computational thinking (CT) into mathematics classrooms has quickly influenced statistics classrooms where students now analyze data using modern computational tools. Yet while teachers perceive using “authentic tools” in the classroom as providing an “authentic learning experience,” the power of computational tools to help reimagine existing content is often overlooked. Our team worked with teachers to co-design two CT-integrated statistics units across two years. We use a model of professional growth to discuss the teachers’ changing beliefs over the course of the two co-design projects. We see how the enactment of a programming-focused CT-integrated unit led to changes in teachers’ beliefs about the pedagogical impact of CT. These informed the teachers’ approach in a second co-design, resulting in a unit that emphasized empowering students to discover statistical concepts via an authentic learning experience using authentic computational tools.

Original language	English (US)
Title of host publication	ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021
Editors	Erica de Vries, Yotam Hod, June Ahn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	1115-1116
Number of pages	2
ISBN (Electronic)	9781737330615
State	Published - 2021
Event	15th International Conference of the Learning Sciences, ICLS 2021 - Virtual, Online Duration: Jun 8 2021 → Jun 11 2021

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	15th International Conference of the Learning Sciences, ICLS 2021
City	Virtual, Online
Period	6/8/21 → 6/11/21

Funding

This work was made possible through generous support from the National Science Foundation (grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) and the Spencer Foundation (Award #201600069).

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Bain, C. P., Anton, G., Horn, M. S., & Wilensky, U. (2021). From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms. In E. de Vries, Y. Hod, & J. Ahn (Eds.), ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021 (pp. 1115-1116). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Bain, Connor Patrick ; Anton, Gabriella ; Horn, Michael Stephen et al. / From “Authentic Tools” to Authenticity : Using CT to Enable Discovery in Statistics Classrooms. ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. editor / Erica de Vries ; Yotam Hod ; June Ahn. International Society of the Learning Sciences (ISLS), 2021. pp. 1115-1116 (Proceedings of International Conference of the Learning Sciences, ICLS).

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abstract = "CS Educators pushing to integrate computational thinking (CT) into mathematics classrooms has quickly influenced statistics classrooms where students now analyze data using modern computational tools. Yet while teachers perceive using “authentic tools” in the classroom as providing an “authentic learning experience,” the power of computational tools to help reimagine existing content is often overlooked. Our team worked with teachers to co-design two CT-integrated statistics units across two years. We use a model of professional growth to discuss the teachers{\textquoteright} changing beliefs over the course of the two co-design projects. We see how the enactment of a programming-focused CT-integrated unit led to changes in teachers{\textquoteright} beliefs about the pedagogical impact of CT. These informed the teachers{\textquoteright} approach in a second co-design, resulting in a unit that emphasized empowering students to discover statistical concepts via an authentic learning experience using authentic computational tools.",

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Bain, CP, Anton, G, Horn, MS & Wilensky, U 2021, From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms. in E de Vries, Y Hod & J Ahn (eds), ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 1115-1116, 15th International Conference of the Learning Sciences, ICLS 2021, Virtual, Online, 6/8/21.

From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms. / Bain, Connor Patrick; Anton, Gabriella; Horn, Michael Stephen et al.
ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. ed. / Erica de Vries; Yotam Hod; June Ahn. International Society of the Learning Sciences (ISLS), 2021. p. 1115-1116 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AB - CS Educators pushing to integrate computational thinking (CT) into mathematics classrooms has quickly influenced statistics classrooms where students now analyze data using modern computational tools. Yet while teachers perceive using “authentic tools” in the classroom as providing an “authentic learning experience,” the power of computational tools to help reimagine existing content is often overlooked. Our team worked with teachers to co-design two CT-integrated statistics units across two years. We use a model of professional growth to discuss the teachers’ changing beliefs over the course of the two co-design projects. We see how the enactment of a programming-focused CT-integrated unit led to changes in teachers’ beliefs about the pedagogical impact of CT. These informed the teachers’ approach in a second co-design, resulting in a unit that emphasized empowering students to discover statistical concepts via an authentic learning experience using authentic computational tools.

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Bain CP, Anton G, Horn MS , Wilensky U. From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms. In de Vries E, Hod Y, Ahn J, editors, ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. International Society of the Learning Sciences (ISLS). 2021. p. 1115-1116. (Proceedings of International Conference of the Learning Sciences, ICLS).

From “Authentic Tools” to Authenticity: Using CT to Enable Discovery in Statistics Classrooms

Abstract

Publication series

Conference

Funding

ASJC Scopus subject areas

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