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PUTTING THE "M" BACK INTO STEM: CONSIDERING HOW UNITS COORDINATION RELATES TO COMPUTATIONAL THINKING.

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Title: PUTTING THE "M" BACK INTO STEM: CONSIDERING HOW UNITS COORDINATION RELATES TO COMPUTATIONAL THINKING.
Authors: MacDonald, Beth L.1 beth.macdonald@usu.edu, Tofel-Grehl, Colby1 colby.tg@usu.edu, Searle, Kristin A.1 kristin.searle@usu.edu, Hawkman, Andrea M.1 andrea.hawkman@usu.edu, Suárez, Mario I.1 mario.suarez@usu.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2020, p2336-2340. 5p.
Subject Terms: *Mathematics education, *Elementary education, *Learning theories in education, *Interdisciplinary education, *STEM education, *STEAM education
Abstract: This theoretical commentary examines theory driven discussions in Science, Technology, Engineering, and Mathematics (STEM) fields and mathematics fields. Through this examination, the authors articulate particular parallels between spatial encoding strategy theory and units coordination theory. Finally, these parallel are considering pragmatically in the Elementary STEM Teaching Integrating Textiles and Computing Holistically (ESTITCH) curriculum where STEM and social studies topics are explored by elementary students. This commentary concludes with questions and particular directions our mathematics education field can progress when integrating mathematics in STEM fields. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: PUTTING THE "M" BACK INTO STEM: CONSIDERING HOW UNITS COORDINATION RELATES TO COMPUTATIONAL THINKING.
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  Data: <searchLink fieldCode="AR" term="%22MacDonald%2C+Beth+L%2E%22">MacDonald, Beth L.</searchLink><relatesTo>1</relatesTo><i> beth.macdonald@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Tofel-Grehl%2C+Colby%22">Tofel-Grehl, Colby</searchLink><relatesTo>1</relatesTo><i> colby.tg@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Searle%2C+Kristin+A%2E%22">Searle, Kristin A.</searchLink><relatesTo>1</relatesTo><i> kristin.searle@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Hawkman%2C+Andrea+M%2E%22">Hawkman, Andrea M.</searchLink><relatesTo>1</relatesTo><i> andrea.hawkman@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Suárez%2C+Mario+I%2E%22">Suárez, Mario I.</searchLink><relatesTo>1</relatesTo><i> mario.suarez@usu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2020, p2336-2340. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+theories+in+education%22">Learning theories in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEAM+education%22">STEAM education</searchLink>
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  Data: This theoretical commentary examines theory driven discussions in Science, Technology, Engineering, and Mathematics (STEM) fields and mathematics fields. Through this examination, the authors articulate particular parallels between spatial encoding strategy theory and units coordination theory. Finally, these parallel are considering pragmatically in the Elementary STEM Teaching Integrating Textiles and Computing Holistically (ESTITCH) curriculum where STEM and social studies topics are explored by elementary students. This commentary concludes with questions and particular directions our mathematics education field can progress when integrating mathematics in STEM fields. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.51272/pmena.42.2020-394
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        Text: English
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