Abstract:

In this conceptual paper, a game design and development approach for learning mathematics and computer science skills in the elementary grades is proposed for use in PET (preservice elementary teacher) preparation. The inclusion of computer science into the elementary curriculum calls for the inclusion teaching challenging skills such as computational thinking and computer programming as well as complex mathematics problem-solving skills. Moreover, the teaching of computational thinking remains problematic and ill-defined despite the emerging research (Pears et al., 2021). PET programs are challenged to add computer science education to the already replete curriculum and program courses for teaching marginalized elementary student populations that continue underrepresented in the STEM (science, technology, engineering, and math) fields. Emerging research shows a continued pattern of development with more affluent schools and further reifies the disparity in education that further alienates and marginalize students of lower economic status and color (Ari et al., 2022).

While emerging research on game design learning have focused primarily on building teacher computational self-efficacy and knowledge, pedagogical positioning of integrated elementary computational lessons and curriculum development is scant. Understanding of how to effectively add on computer science learning to an already replete elementary curriculum is at question. An integrated game design and programming learning approach is conceptualized to provide the pedagogical alignment to instruction of mathematics and computer science in PET. Theorical positioning of games design for elementary teaching posits a foundation for learning key mathematics and computer science skills in authentic learning environments. The inclusion of abstraction, decomposition, algorithmic processing, and debugging (Ydav et al., 2022) in authentic game design and development through collaborative projects might offer clearer pedagogical focus to PET. Merging the theories of games and play (Huizinga, 1950; Caillois, 1961) using visual programming tools might provide PET broader teaching and learning opportunities for the authentic practice of mathematics processes and problem-solving skill development with marginalize student populations. By holistically integrating the study of cross-disciplinary, culturally responsive topics (Novak & Khan, 2022), elementary students might be supported through socio-emotional learning in constructing disciplinary knowledge through the design and production of digital games that teach other students. Discussion of evolving issues mathematics and computer science in PET is posited to offer key insights to PET program development.

Keywords:

Pedagogy, preservice teacher preparation, mathematics, computer science, game design.