The ACMES project
Assimilating Computational and Mathematical thinking into Earth and Environmental Science
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This project designs, develops, and studies the effects of instructional modules that integrate computational and mathematical thinking with the Earth and environmental sciences in grades 5-7.
Project participants will include 25 teachers and approximately 2,820 students from low-performing schools, and the project will pursue the following objectives:
(1) Design and implement instructional modules that integrate computational and mathematical thinking into the Earth and environmental sciences in Grades 5, 6 and 7;
(2) Study and refine the instructional modules to monitor effects on student learning;
(3) Develop and conduct teacher professional development activities that support the integration of computational and mathematical thinking into the Earth and environmental sciences;
(4) Investigate teacher experiences and perceptions of integrating computational thinking into instruction for the purpose of learning how to support teachers in implementing these instructional practices; and
(5) Build a digital support platform to facilitate the development and use of the instructional modules and professional development and the proposed research.
Publications from this work
Provost, A. & Panorkou, N. (2025). Developing Students' Systems Thinking about the Rock Cycle Through Interactive Simulations. Science Scope, 48(1), 28–35.
Provost, A. & Panorkou, N. (2024). Exploring Lunar Phases with the Moon Pie Simulation. Mathematics Teacher: Learning and Teaching PreK-12 MTLT, 117(5), 336-345.
Panorkou, N., York, A. & Germia, E. (2024). Using Debugging As A Platform For Transdisciplinary Learning, Cognition and Instruction, 42(1), 124-158.
Panorkou, N. & Germia, E. (2023). Young students' forms of reasoning about multiple quantities. For the Learning of Mathematics, 43(1), 19-23.
Panorkou, N., York, T., & Germia, E. (2022). Examining the “messiness” of transitions between related artifacts. Digital Experiences in Mathematics Education, 9, 131-162.
Prasad, A., Lal, P., Wolde, B., Zhu, M., Samanthula, B.K., Panorkou, N. (2022), Exploring Impacts of a STEM Day Camp on Adolescent Desire to Pursue STEM in College, Journal of STEM Outreach, 21(1), 87-101.
Singh, JP., Lal, P., Prasad, A., Bernabas, W., Iranah, P., Zhu, M., Samanthula, BK., Panorkou, N. (2021) Student attitude towards environmental issues following extracurricular science, technology, engineering, and mathematics (STEM) activities: Evidence from a student survey, Middle States Geographer, 54, 57-66.
Prasad, A., Lal, P., Wolde, B., Smith, M., Zhu, M., Samanthula, B.K., Panorkou, N. (2021), Exploring the human-nature connection and the perceived risk of nature in children, Applied Environmental Education & Communication, 21(1), 87-101.
Panorkou, N. & Germia, E. (2020). Integrating math and science content through covariational reasoning: The case of gravity. Mathematical Thinking and Learning. 23(4), 318-343.
Germia, E. & Panorkou, N. (2020). Using Scratch programming to explore coordinates. Mathematics Teacher: Learning and Teaching PreK-12 MTLT, 113(4), pp. 293-300.
Basu, D., Panorkou, N., Zhu, M., Lal, P., & Samanthula, B. K. (2020). Exploring the Mathematics of Gravity, Mathematics Teacher: Learning and Teaching PK-12 MTLT, 113(1), 39-46.
Basu, D. & Panorkou, N. (2019). Integrating covariational reasoning and technology into the teaching and learning of the greenhouse effect. Journal of Mathematics Education, 12(1), pp.6-23.
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