Computational thinking and mathematics using Scratch: an experiment with sixth-grade students
Open accessAbstract
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.
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A visual programming practice can be expressed as the understanding of a single block and the effects that block combinations can produce.
“As discussed in [53], a visual programming practice can be expressed as the understanding of a single block and the effects that block combinations can produce.”
From ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12 (2024) · cites this paper as [53]
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- Authors
- Rodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M.
- Affiliations
- Department of Mathematics, School of Education of Albacete (Edificio Simón Abril), University of Castilla-La Mancha, Albacete, Spain
- Departament de Didactics, Faculty of Education, Spanish National University of Distance Education (UNED), Madrid, Spain
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2019-05-02
- Volume
- 28
- Issue
- 3
- Pages
- 316-327
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W2943780196
- Cited by
- 214
- References
- 41
- Citations by year
- 2026: 29 · 2025: 22 · 2024: 40 · 2023: 56 · 2022: 30 · 2021: 21 · 2020: 15 · 2019: 1
- FWCI
- 18.13
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Licence
- other-oa
- Locations
- Interactive Learning Environments (publishedVersion)
- UNED repository (submittedVersion, other-oa)
- RUIdeRA - Institutional University Repository (University of Castilla-La Mancha) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- computational thinking, Scratch, mathematics education, sixth grade students, word problems, least common multiple, greatest common divisor
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