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Teaching and Learning with Jupyter
Although originally developed for scientists to share their work, Jupyter notebooks are becoming a popular method to introduce data-rich science and mathematical investigations to secondary and intro college students. However, development of curriculum using Jupyter has far outpaced basic research in this area. Like other tools of science and mathematics, introducing python/Jupyter notebooks to students requires teachers to develop attunements to the basic structures and epistemic functions of these tools, and this process is not yet well-understood.
Seed funding by: The Barbara Y. White Bequest (active)|
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Naomi Yonas
Hi! I am Naomi Yonas (she/her/hers)! I am a third-year undergraduate student studying Electrical Engineering & Computer Science at UC Berkeley.
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Brendan Henrique
My research explores critically conscious STEM education with special attention to computer science education.
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Kyla Kemble
Kyla is a 3rd year School Psychology Ph.D. student. Her research interests concern culturally responsive practices in mathematics classrooms and teacher implicit bias training.
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Zohal Shah
Zohal is a Ph.D. student. Through a collaborative approach, she aspires to understand how youth develop critical data and digital literacies through social and civic online engagement.
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Jacob Barton
After leading outdoor education trips in Colorado and Alaska, Jake started as a HS science teacher, soccer coach, and director of sustainability. He is currently a Doctoral student at Berkeley.
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John Kim
John Kim MS CCC-SLP, ATACP (he/him) is a doctoral student in the Joint Doctoral program at San Francisco State University (SFSU) & UC Berkeley in Special Education.
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Erin Foley
Hello! I study ways to develop non-visual data literacy for students with sensory- and neurodiversities with a focus on blind and low vision learners.
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Helen Fitzmaurice
Helen is a postdoctoral scholar with the CoRE lab. She holds a PhD in Earth and Planetary Science and taught HS Physics and Chemistry.
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