Date of Award
Fall 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Catherine C Lilly
Abstract
As computers become more accessible in schools nationwide, teachers are embracing them to impact achievement positively (Brudno, 2013; Cetin, 2016). As a result, computer coding instruction has gained attention as a strategy for providing students with skills that will serve them both pre and post-graduation (Burke & Kafai, 2013; Yadav et al., 2016; Ng, 2017). Computer coding is the process of providing instructions for a computer to follow. In 2017, the South Carolina State Board of Education approved Computer Science and Digital Literacy standards for all K-8 public schools in the state of South Carolina (South Carolina Department of Education, 2017). To ensure the success of the state of South Carolina’s computer science mandate, it is essential to understand middle school teachers’ experiences with computer coding and the role these experiences can play in introducing this discipline to children. In this qualitative interview study, middle school teachers will share lesson plans and participate in interviews sharing their experiences integrating computer coding into the middle school mathematics curriculum.
Rights
© 2025, George William Austin III
Recommended Citation
Austin, G. W.(2025). A Qualitative Study of Middle School Teachers’ Experiences Integrating Computer Coding Into Mathematics Classrooms. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8704