Current literature indicates the significance of embodied scaffoldings in enhancing the effectiveness of interactive learning technologies for STEM conceptual learning and relevant cognitive skill development. However, there is limited research on pedagogical approaches for integrating mixed embodied scaffoldings in learning with interactive…

Background and Context: We explored how learning trajectories (LTs) might be used to design variables instruction. Objective: We aimed to develop an LT for variables and use it to guide curriculum development for fourth graders working in Scratch in an integrated mathematics+CS curriculum. Method: We synthesized learning goals (LGs) and levels of…

Design research studies provide significant opportunities to study new innovations and approaches and how they affect the forms of learning in complex classroom ecologies. This paper reports on a two-week long design research study with twelve 2nd through 4th graders using curricular materials and a tablet-based diagnostic assessment system, both…

"That was the day I decided I was bad at math." Countless times, preservice and in-service teachers make statements such as this after sharing vivid memories of learning multiplication facts. Timed tests; public competitive games, such as Around the World; and visible displays of who has and has not mastered groups of facts still…

Task interspersal is an academic material modification procedure implemented by adding a sequence of brief tasks prior to more difficult academic tasks. The purpose of this study was to investigate the effects of the interspersal procedure under both time-based (i.e., time allotted to complete task held constant) and task-based (i.e., number of…

In this paper, we describe our learning progressions approach to early algebra research that involves the coordination of a curricular framework, an instructional sequence, written assessments, and levels of sophistication describing the development of students' thinking. We focus in particular on what we have learning through this approach about…

Graphical representations (GRs) of the learning content are often used for instruction (Ainsworth, 2006). When used in learning technology, GRs can be especially useful since they allow for interactions across representations that are physically impossible, for instance by dragging and dropping symbolic statements into a chart that automatically…