Computational thinking and mathematics using Scratch: an experiment with sixth-grade students

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.

KEYWORDS:

• Scratch
• computational thinking
• problem solving
• mathematics
• elementary school
• programming

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

José Antonio Rodriguez is a primary education teacher. He is member of the research group Labintic, which is focused on the analysis of the integration of technology in teaching and learning. His main research interests include educational mathematics, computational thinking, and learning analytics.

José Antonio González-Calero is currently a lecturer in the School of Education of Albacete at the University of Castilla-La Mancha. He is a member of the Spanish Society of Research in Mathematics Education (SEIEM). His research interests include educational mathematics, word problem solving, and interactive learning environments.

José-Manuel Sáez-López is a lecturer in the Faculty of Education at the National University of Distance Education (UNED). His lines of research are the integration of educational technology, methodological strategies, gamification, and programming in K-12. It has been recognised as Microsoft Expert Educator 2014 and Microsoft Innovative Expert in 2015.

ORCID

José Antonio Rodríguez-Martínez http://orcid.org/0000-0001-8151-676X

José Antonio González-Calero http://orcid.org/0000-0003-0842-8151

José Manuel Sáez-López http://orcid.org/0000-0001-5938-1547