Understanding how and why systems change over time is a powerful way to make sense of and navigate our world. By modeling those systems, learners have the opportunity to consider how their ownâ€¦ (More)

Modeling and using technology are two practices of particular interest to K-12 science educators. These practices are inextricably linked among professionals, who engage in modeling activity with andâ€¦ (More)

There are increasing calls to prepare K-12 students to use computational tools and principles when exploring scientific or mathematical phenomena. The purpose of this paper is to explore whether andâ€¦ (More)

Patterns, Probabilities, and People: Making Sense of Quantitative Change in Complex Systems Michelle Hoda Wilkerson-Jerde & Uri J. Wilensky To cite this article: Michelle Hoda Wilkerson-Jerde & Uriâ€¦ (More)

We present a preliminary version of the MAICS (MultiAgent Introduction to Computer Science) framework, which is a new approach for revitalizing introductory undergraduate or high school computerâ€¦ (More)

In this paper, we present an analytic framework for investigating expert mathematical learning as the process of building a network of mathematical resources by establishing relationships betweenâ€¦ (More)

In this study, we adopt the notion of dense connection in the understanding of mathematics, and trace the development of these connections over time as participants make sense of an unfamiliar proof.â€¦ (More)

To successfully integrate simulation and computational methods into Kâ€“12 STEM education, learning environments should be designed to help educators maintain balance between (a) addressing curricularâ€¦ (More)

The purpose of this study was to explore the relationship between mathematics teachers' educational backgrounds and their ideas about 1) what constitutes a mathematical model of a real-worldâ€¦ (More)

Youth interact with data constantly through visualizations on social feeds and news sites. Unlike traditional graphs that are the focus of school instruction, visualizations use context rich andâ€¦ (More)