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

The DOI matches its Crossref record; 40 of the 41 references it cites were found in a registry or an index.

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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Research works printed but not linked: 3

  1. González-Calero J. A., 2016, Investigación en Educación Matemática XX, 295
  2. Noblet K., 2013, Proceedings of the 16th annual conference on research in undergraduate mathematics education, 219
  3. Seehorn D., 2011, CSTA k–12 computer science standards: Revised 2011

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Metadata

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
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
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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