Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
Published in:
Weather-it Missions: A Social Network Analysis Perspective of an Online Citizen Inquiry Community Read chapter Read first chapter

2015 | OriginalPaper | Chapter

Developing Mathematical Thinking with Scratch

An Experiment with 6th Grade Students

Authors : Luis Alberto Calao, J. Moreno-León, Heidy Ester Correa, Gregorio Robles

Published in: Design for Teaching and Learning in a Networked World

Publisher: Springer International Publishing

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

One of the latest trends in the educational landscape is the introduction of computer programming in the K-12 classroom to develop computational thinking in students. As computational thinking is not a skill exclusively related to computer science, it is assumed – but not yet scientifically proven – that the problem solving process may be generalized and transferred to a wide variety of problems. This paper presents a research designed to test whether the use of coding in Maths classes could have a positive impact on learning outcomes of students in their mathematical skills. Therefore, the questions we want to investigate in this paper are if the use of programming in Maths classes improves (a) modeling process and reality phenomena, (b) reasoning, (c) problem formulation and problem solving, and (d) comparison and execution of procedures and algorithms. We have therefore designed a quantitative, quasi-experimental experiment with 42 participating 6th grade (11 and 12 years old) students. Results show that there is a statistically significant increase in the understanding of mathematical processes in the experimental group, which received training in Scratch.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

inform now
previous chapter Weather-it Missions: A Social Network Analysis Perspective of an Online Citizen Inquiry Community
next chapter Facilitate Sharing of Training Experience by Exploring Behavior Discovery in Trainees Traces
Footnotes
Literature
1.
Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., Fontecchio, A.: Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom (2013). Accessed on September 22
2.
Cohen, L., Manion, L., Morrison, K.: Research Methods in Education. Routledge, 2 ParkSquare, MiltonPark, Abingdon, Oxon OX14 4RN (2007)
3.
4.
Denning, P.J.: The profession of it beyond computational thinking. Commun. ACM 52(6), 28–30 (2009)CrossRef
5.
Giordano, D., Maiorana, F.: Use of cutting edge educational tools for an initial programming course. In: Global Engineering Education Conference (EDUCON), 2014 IEEE. pp. 556–563. IEEE (2014)
6.
Gülbahar, Y., Kalelioğlu, F.: The effects of teaching programming via Scratch on problem solving skills: a discussion from learners perspective. Inform. Educ. Int. J. 13(1), 33–50 (2014)
7.
Hernández Sampieri, R., Fernández Collado, C., Baptista Lucio, P.: Metodología de la Investigación, 5th edn. McGraw-Hill, Mexico (2010)
8.
Ke, F.: An implementation of design-based learning through creating educational computer games: a case study on mathematics learning during design and computing. Comput. & Educ. 73, 26–39 (2014)CrossRef
9.
Lai, A.F., Yang, S.M.: The learning effect of visualized programming learning on 6th graders’ problem solving and logical reasoning abilities. In: 2011 International Conference on Electrical and Control Engineering (ICECE), pp. 6940–6944. IEEE (2011)
10.
Lai, C.S., Lai, M.H.: Using computer programming to enhance science learning for 5th graders in Taipei. In: 2012 International Symposium on Computer, Consumer and Control (IS3C), pp. 146–148. IEEE (2012)
11.
Lewis, C.M., Shah, N.: Building upon and enriching grade four mathematics standards with programming curriculum. In: Proceedings of the 43rd ACM Technical Symposium on Computer Science Education. pp. 57–62. ACM (2012)
12.
Lye, S.Y., Koh, J.H.L.: Review on teaching and learning of computational thinking through programming: what is next for K-12? Comput. Hum. Behav. 41, 51–61 (2014)CrossRef
13.
14.
15.
Papert, S., Solomon, C.: Twenty things to do with a computer. In: Soloway, E., Spohrer, J.C. (eds.) Studying the Novice Programmer. Lawrence Erlbaum Associates Inc., Hillsdale (1971)
16.
Resnick, M.: Point of view: reviving papert’s dream. Educ. Technol. 52(4), 42 (2012)
17.
Resnick, M.: Learn to code, code to learn. How programming prepares kids for more than math. EdSurge 8 (2013)
18.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., et al.: Scratch: programming for all. Commun. ACM 52(11), 60–67 (2009)CrossRef
19.
20.
Settle, A., Perkovic, L.: Computational thinking across the curriculum: a conceptual framework. Technical, report college of Computing and Digital Media Technical report(2010)
21.
Wang, H.Y., Huang, I., Hwang, G.J.: Effects of an integrated Scratch and project-based learning approach on the learning achievements of gifted students in computer courses. In: 2014 IIAI 3rd International Conference on Advanced Applied Informatics (IIAIAAI), pp. 382–387. IEEE (2014)
22.
23.
Zavala, L.A., Gallardo, S.C.H., García-Ruíz, M.Á.: Designing interactive activities within Scratch 2.0 for improving abilities to identify numerical sequences. In: Proceedings of the 12th International Conference on Interaction Design and Children. pp. 423–426. ACM (2013)
Metadata
Title
Developing Mathematical Thinking with Scratch
Authors
Luis Alberto Calao
J. Moreno-León
Heidy Ester Correa
Gregorio Robles
Copyright Year
2015
Book
Design for Teaching and Learning in a Networked World

Print ISBN: 978-3-319-24257-6

Electronic ISBN: 978-3-319-24258-3

Copyright Year: 2015

DOI
https://doi.org/10.1007/978-3-319-24258-3_2

Premium Partner

    Image Credits