  How can elementary grade teachers integrate programming and computational
thinking with the science curriculum? To answer this question, we present
results from a long-term, design-based, microgenetic study where 1) agent-based
programming using ViMAP was integrated with existing elementary science
curricula and 2) lessons were taught by the classroom teacher. We present an
investigation of the co-development of children's computational thinking and
scientific modeling and show that the integration of programming with
scientific modeling can be supported by the development of sociomathematical
norms for designing "mathematically good" computational models.
