Students frequently struggled with the mathematizing process -- forging connections between implicit and explicit mathematical thinking -- when solving a context-rich applied problem. The current research investigated how students interact with and leverage purposively designed "mathematizing" supports when solving applied math problems…

In this qualitative inquiry, we explored teachers' experiences and sensemaking processes with digital mathematical task design (or tool-based math problem posing) in their natural form and context. A purposive sample of math teachers from three schools attended teacher workshops where they designed applied math problems using an architecture…

Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their…