Cited by 214Teaching and Learning ProgrammingMathematics Education and Teaching TechniquesMathematics Education and Pedagogy

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

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Rodríguez-Martínez, José Antonio, González-Calero, José Antonio, Sáez-López, José Manuel·2020·Interactive Learning Environments

DOI 10.1080/10494820.2019.1612448

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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.

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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
ORCID: Rodríguez-Martínez, José Antonio
González-Calero, José Antonio
Sáez-López, José Manuel
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
DOI: 10.1080/10494820.2019.1612448
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
Social Sciences › Education › 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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Computational thinking and mathematics using Scratch: an experiment with sixth-grade students

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