TY - GEN
T1 - Representing percents and personas
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
AU - Radke, Sarah C.
AU - Vogel, Sara
AU - Hoadley, Christopher
AU - Ma, Jasmine Y.
N1 - Funding Information:
Sponsored by the National Science Foundation under grants CNS-1738645 and DRL-1837446. Views expressed are not those of NSF. We gratefully acknowledge the participation of the educators and students in our partnership, and our colleagues who participated in the project and helped frame this work. We are also thankful to our colleagues in the New York University Interaction Analysis Laboratory who participated in data sessions. Their analytic expertise greatly assisted this research. We are also grateful to the reviewers whose insightful comments pushed our thinking.
Publisher Copyright:
© ISLS.
PY - 2020
Y1 - 2020
N2 - Syncretic literacy can link everyday and scientific concepts in student learning. In this paper we describe the design and implementation of a curricular unit in a bilingual middle school science class developed to help students link everyday conceptions, conceptions from math, science, and computer science, and their own broad linguistic repertoires to support syncretic literacy in modeling and statistics in a unit on post-Hurricane Maria outmigration from Puerto Rico. The unit invited students to use printed maps, physical objects, computer code, and simulations to explore concepts such as percentages and scientific models, framed by an approach from translanguaging pedagogy. Qualitative study showed that this approach supported students to engage productively in the tensions between scientific and everyday conceptions as described in Gutiérrez (2014), while using language resources from across communities and disciplines.
AB - Syncretic literacy can link everyday and scientific concepts in student learning. In this paper we describe the design and implementation of a curricular unit in a bilingual middle school science class developed to help students link everyday conceptions, conceptions from math, science, and computer science, and their own broad linguistic repertoires to support syncretic literacy in modeling and statistics in a unit on post-Hurricane Maria outmigration from Puerto Rico. The unit invited students to use printed maps, physical objects, computer code, and simulations to explore concepts such as percentages and scientific models, framed by an approach from translanguaging pedagogy. Qualitative study showed that this approach supported students to engage productively in the tensions between scientific and everyday conceptions as described in Gutiérrez (2014), while using language resources from across communities and disciplines.
UR - http://www.scopus.com/inward/record.url?scp=85097438246&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85097438246&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85097438246
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 1365
EP - 1372
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
Y2 - 19 June 2020 through 23 June 2020
ER -