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

dc.contributor.authorRodríguez Martínez, José Antonio
dc.contributor.authorGonzález Calero, José Antonio
dc.contributor.authorSáez López, José Manuel
dc.date.accessioned2024-09-12T08:26:35Z
dc.date.available2024-09-12T08:26:35Z
dc.date.issued2019-05-02
dc.description.abstractThe 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.en
dc.description.versionversión publicada
dc.identifier.citationRodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M. (2019). Computational thinking and mathematics using Scratch: an experiment with sixth-grade students. Interactive Learning Environments, 28(3), pp 316–327. https://doi.org/10.1080/10494820.2019.1612448
dc.identifier.doihttps://doi.org/10.1080/10494820.2019.1612448
dc.identifier.issn1049-4820; eISSN 1744-5191
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23715
dc.journal.issue3
dc.journal.titleInteractive Learning Environments
dc.journal.volume28
dc.language.isoen
dc.page.final327
dc.page.initial316
dc.publisherTaylor and Francis Group Routledge
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject53 Ciencias Económicas::5312 Economía sectorial::5312.04 Educación
dc.subject.keywordsscratches
dc.subject.keywordscomputational thinkinges
dc.subject.keywordsproblem solvinges
dc.subject.keywordsmathematicses
dc.subject.keywordselementary schooles
dc.subject.keywordsprogramminges
dc.titleComputational thinking and mathematics using Scratch: an experiment with sixth-grade studentses
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationc7133712-4d22-49e5-a705-88c5d5badd7f
relation.isAuthorOfPublication.latestForDiscoveryc7133712-4d22-49e5-a705-88c5d5badd7f
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