Claims are made that learning to code can enhance problem-solving skills and develop early computational thinking. This team observed how young children used their early mathematical skills while learning coding fundamentals. Contributors to the iSTEM department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

Contributor Notes

Jessica F. Shumway, jessica.shumway@usu.edu, Jody Clarke-Midura, jody.clarke@usu.edu, and Victor Lee, victor.lee@usu.edu, are colleagues in the Emma Eccles Jones College of Education and Human Services at Utah State University in Logan. They research integrated mathematics and computer science activities and are interested in emerging technologies for STEM.

Megan Hamilton, megan.hamilton@usu.edu, is a doctoral student in Instructional Technology and Learning Sciences at Utah State University. She is interested in informal and formal STEM education and enjoys providing hands-on STEM learning experiences for K–grade 12 learners.

Chloe Baczuk, chloe.baczuk@gmail.com, teaches kindergarten at the Dolores Doré Eccles Center for Early Care and Education at Utah State University. She is interested in small-group STEM learning experiences and using interview-type assessments to understand shifts in students' mathematics learning.

(Corresponding author is Shumway jessica.shumway@usu.edu)
(Corresponding author is Clarke-Midura jody.clarke@usu.edu)
(Corresponding author is Lee victor.lee@usu.edu)
(Corresponding author is Hamilton megan.hamilton@usu.edu)
(Corresponding author is Baczuk chloe.baczuk@gmail.com)
Teaching Children Mathematics

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