Xin Yuan’s research while affiliated with Florida State University and other places

A project funded by the National Science Foundation, Computer Science Integrated with Mathematics in Middle Schools (CSIMMS) (DRL-1640039), brought middle-school mathematics teachers together with university computer science (CS) faculty and STEM education faculty to design, develop, and test curriculum modules in which CS is integrated into instruction for middle-school general-mathematics courses. The project developed integrated math/CS curriculum modules (for grades 6, 7, and 8), complete with student tasks and teacher materials to guide classroom implementation. Across the project, sixteen teachers from four middle schools representing different school contexts (both urban and suburban, serving students from a range of demographic and socioeconomic backgrounds) participated as members of the design team and trial testers of the math/CS modules. All modules underwent multiple years of testing and refinement, with extensive input from the teachers who co-designed and implemented them. Approximately 50-100 middle-school students participated in the classes of those who taught each year. The modules in this volume feature a range of models for integrating mathematics and computer science at the 6th and 7th grade levels. All modules foreground the teaching of grade-level mathematics content, with computer science functioning to motivate and/or reinforce these ideas.

A project funded by the National Science Foundation, Computer Science Integrated with Mathematics in Middle Schools (CSIMMS) (DRL-1640039), brought middle-school mathematics teachers together with university computer science (CS) faculty and STEM education faculty to design, develop, and test curriculum modules in which CS is integrated into instruction for middle-school general-mathematics courses. The project developed integrated math/CS curriculum modules (for grades 6, 7, and 8), complete with student tasks and teacher materials to guide classroom implementation. Across the project, sixteen teachers from four middle schools representing different school contexts (both urban and suburban, serving students from a range of demographic and socioeconomic backgrounds) participated as members of the design team and trial testers of the math/CS modules. All modules underwent multiple years of testing and refinement, with extensive input from the teachers who co-designed and implemented them. Approximately 50-100 middle-school students participated in the classes of those who taught each year. The modules in this volume feature a range of models for integrating mathematics and computer science at the 6th and 7th grade levels. All modules foreground the teaching of grade-level mathematics content, with computer science functioning to motivate and/or reinforce these ideas.

A project funded by the National Science Foundation, Computer Science Integrated with Mathematics in Middle Schools (CSIMMS) (DRL-1640039), brought middle-school mathematics teachers together with university computer science (CS) faculty and STEM education faculty to design, develop, and test curriculum modules in which CS is integrated into instruction for middle-school general-mathematics courses. The project developed integrated math/CS curriculum modules (for grades 6, 7, and 8), complete with student tasks and teacher materials to guide classroom implementation. Across the project, sixteen teachers from four middle schools representing different school contexts (both urban and suburban, serving students from a range of demographic and socioeconomic backgrounds) participated as members of the design team and trial testers of the math/CS modules. All modules underwent multiple years of testing and refinement, with extensive input from the teachers who co-designed and implemented them. Approximately 50-100 middle-school students participated in the classes of those who taught each year. The modules in this volume feature a range of models for integrating mathematics and computer science at the 6th and 7th grade levels. All modules foreground the teaching of grade-level mathematics content, with computer science functioning to motivate and/or reinforce these ideas.

A project funded by the National Science Foundation, Computer Science Integrated with Mathematics in Middle Schools (CSIMMS) (DRL-1640039), brought middle-school mathematics teachers together with university computer science (CS) faculty and STEM education faculty to design, develop, and test curriculum modules in which CS is integrated into instruction for middle-school general-mathematics courses. The project developed integrated math/CS curriculum modules (for grades 6, 7, and 8), complete with student tasks and teacher materials to guide classroom implementation. Across the project, sixteen teachers from four middle schools representing different school contexts (both urban and suburban, serving students from a range of demographic and socioeconomic backgrounds) participated as members of the design team and trial testers of the math/CS modules. All modules underwent multiple years of testing and refinement, with extensive input from the teachers who co-designed and implemented them. Approximately 50-100 middle-school students participated in the classes of those who taught each year. The modules in this volume feature a range of models for integrating mathematics and computer science at the 6th and 7th grade levels. All modules foreground the teaching of grade-level mathematics content, with computer science functioning to motivate and/or reinforce these ideas.

In this mixed-method study, we investigated the impact and design of a multiuser, virtual reality (VR) supported teaching simulation, in comparison with live classroom teaching simulation, on the participatory training of teaching and the teaching knowledge development of student instructors. A total of 40 university teaching assistants participated in a 4-h training session in which they were randomly assigned to a VR simulation or a live classroom simulation condition. The study indicated that the VR simulation better promoted the lab-teaching knowledge development than the live simulation, whereas the latter better fostered class-teaching knowledge development. All participants reported higher teaching self-efficacy after the training. The qualitative data indicated that domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching. However, VR participants lacked mutual engagement in collaborative role-playing. The study findings suggest that VR-based simulation can supplement and work as an alternative to the live classroom simulation to host participatory teaching development.