Computational Thinking and Mathematics Using Scratch: An Experiment with Sixth-Grade Students

Autor/inn/en	Rodríguez-Martínez, José Antonio; González-Calero, José Antonio; Sáez-López, José Manuel
Titel	Computational Thinking and Mathematics Using Scratch: An Experiment with Sixth-Grade Students
Quelle	In: Interactive Learning Environments, 28 (2020) 3, S.316-327 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Martínez, José Antonio) ORCID (González-Calero, José Antonio) ORCID (Sáez-López, José Manuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1612448
Schlagwörter	Programming Languages; Grade 6; Elementary School Students; Mathematics Instruction; Thinking Skills; Word Problems (Mathematics); Mathematical Concepts; Instructional Effectiveness; Problem Solving; Direct Instruction; Computer Science Education; Urban Schools; Public Schools; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Textaufgabe; Unterrichtserfolg; Problemlösen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Computer science lessons; Informatikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Ausland; Spanien
Abstract	The potential benefits from the introduction of programming environments such as "Scratch" for learning mathematics has reactivated research in this area. Nonetheless, there are few studies which attempt to analyse their influence at the stage of Primary Education. We present the results of a quasi-experimental piece of research with sixth-grade students which studies the influence of "Scratch" both on the acquisition of mathematical concepts, and on the development of computational thinking. The experiment consisted of two different phases, a programming phase linked to the instruction in "Scratch" and focused on the acquisition of basic concepts of computational thinking (sequences, iterations, conditionals, and events-handling), and a mathematical phase completely oriented towards the resolution of mathematical tasks. In particular, the mathematical phase focused on word problems whose resolution involves the use of the least common multiple and the greatest common divisor. In order to evaluate the aims of the study, results from tests before and after instruction, both in computational thinking and in the mathematical standards, were compared. The results seem to indicate that "Scratch" can be used to develop both students' mathematical ideas and computational thinking. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01