Kranz, S., & Tabor, C., & Duval, A., & Lim, K. H., & Wagler, A. E., & Freudenthal, E. A. (2012, June), Classroom Games and Activities that Motivate Exploration of Foundational Understandings of Mathematics Concepts while Inadvertently Scaffolding Computational Thinking and Engineered Design  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21073

\bibitem{asee_peer_21073}
  Kranz, S., \& Tabor, C., \& Duval, A., \& Lim, K. H., \& Wagler, A. E., \& Freudenthal, E. A. (2012, June), \emph{Classroom Games and Activities that Motivate Exploration of Foundational Understandings of Mathematics Concepts while Inadvertently Scaffolding Computational Thinking and Engineered Design}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21073

Sharie Kranz, Catherine Tabor, Art Duval, Kien H. Lim, Amy Elizabeth Wagler, and Eric A. Freudenthal.  "Classroom Games and Activities that Motivate Exploration of Foundational Understandings of Mathematics Concepts while Inadvertently Scaffolding Computational Thinking and Engineered Design".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21073 Internet.  30 Jun, 2024

\bibitem{asee_peer_21073}
  Sharie Kranz, Catherine Tabor, Art Duval, Kien H. Lim, Amy Elizabeth Wagler, and Eric A. Freudenthal.
  "Classroom Games and Activities that Motivate Exploration of Foundational Understandings of Mathematics Concepts while Inadvertently Scaffolding Computational Thinking and Engineered Design".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21073 Internet.  30 Jun, 2024

@INPROCEEDINGS{asee_peer_21073
author = "Sharie Kranz, Catherine Tabor, Art Duval, Kien H. Lim, Amy Elizabeth Wagler, and Eric A. Freudenthal"
title = "Classroom Games and Activities that Motivate Exploration of Foundational Understandings of Mathematics Concepts while Inadvertently Scaffolding Computational Thinking and Engineered Design"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21073}
number = {10.18260/1-2--21073}
}

TY  - CPAPER
AB  -            iMPaCT-STEM: games & activities that motivate exploration               of foundational algebra concepts—while inadvertently             scaffolding computational thinking and engineered designStudy of quantitative science and engineering requires a conceptual understanding of mathematics.iMPaCT-STEM consists of threaded sequences of games and project-based-learning activities beingdesigned for infusion within conventional high school and college mathematics courses. These activitiesare intended to build these understandings while simultaneously introducing them to programming andengineered design.iMPaCT-STEM is an approximate acronym for Media-Propelled Computational Thinking for STEMClassrooms, which fairly reflects our ambitions – that engagement with graphical programmingchallenges that focus student attention towards exploring mathematics principles and the modeling ofsimple kinematics will propel students towards exploration of science, computational thinking andengineered design.While iMPaCT-STEM is a work-in-progress, there is sufficient teaching material and evidence of itseffectiveness to motivate further efforts to replicate, extend, and more deeply examine its pedagogy. Apilot study during the 2010-2011 academic year indicated dramatic improvements in learning outcomesand student engagement. A remarkable outcome of this pilot study is that one quarter of high schoolstudents attending mathematics classes that included iMPaCT-STEM activities voluntarily elected toattend an elective programming class the next semester – with demographics and gender distributionsapproximating the school population.iMPaCT-STEM’s first substantial dissemination is to Algebra-1 classrooms in two El Paso high schoolsduring the 2011-2012 academic year and will affect the education of approximately one thousandstudents.This paper describes iMPaCT-STEM’s pedagogy project objectives, methods and underlying theory inthe context of an overview of iMPaCT-STEM activities for Algebra-1 classrooms. This paper alsodescribes the project’s evaluation strategy and early results from this dissemination.
AU  - Sharie Kranz
AU  - Catherine Tabor
AU  - Art Duval
AU  - Kien H. Lim
AU  - Amy Elizabeth Wagler
AU  - Eric A. Freudenthal
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Classroom Games and Activities that Motivate Exploration of Foundational Understandings of Mathematics Concepts while Inadvertently Scaffolding Computational Thinking and Engineered Design
UR  - https://peer.asee.org/21073
DO  - 10.18260/1-2--21073
ER  -