The document reports on a study investigating whether programming with Scratch in math classes improves sixth-grade students' learning outcomes in Colombia, where students have shown low performance in math. Results indicate that using Scratch enhances students' abilities in mathematical processes such as modeling, reasoning, and problem-solving, contrary to the current math curriculum focusing more on internal mathematics knowledge. Future research is suggested to explore the impact of programming on skills beyond mathematics, such as reading and writing.

1. EC-TEL 2015, Toledo
Developing Mathematical Thinking with Scratch
An Experiment with 6th Grade Students
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa,
Gregorio Robles
jesus.moreno@programamos.es, grex@gsyc.urjc.es
GSyC/Libresoft, Universidad Rey Juan Carlos
EC-TEL 2015, Toledo
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

2. EC-TEL 2015, Toledo
(cc) 2015 Gregorio Robles and Jes´us Moreno Le´on
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Some of the figures have been taken from the Internet
Source, and author and licence if known, is specified.
For those images, fair use applies.
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

3. EC-TEL 2015, Toledo
Goal of our paper
Does the use of
programming with Scratch
in math classes improve
students’ learning
outcomes?
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

4. EC-TEL 2015, Toledo
Colombian students and maths
PISA 2012 results
376 points in maths (OECD countries average: 494)
Ranked 61st (out of 65 participating countries)
Students showed high levels of anxiety towards maths
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

5. EC-TEL 2015, Toledo
Code to learn (I)
Logo programming language
Developed in the 1960s
Its educational impact was
intensively investigated in
the 70s and 80s
Students’ improvements in
maths (and other
disciplines) were proved
“Disappeared” from the
educational landscape since
mid-90s
Seymour Papert’s picture: jgora.net
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

6. EC-TEL 2015, Toledo
Code to learn (and II)
New visual programming languages
Alice, Kodu, Scratch
Very promising research literature
There is need for empirical studies
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

7. EC-TEL 2015, Toledo
The study
Code to learn Maths with Scratch
Quasi-Experimental Design
42 students, 6th grade
Control groups and experimental groups
Pre and Post tests
3 months
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

8. EC-TEL 2015, Toledo
Mathematical processes investigated
Rubric
Modeling of processes and reality phenomena
Reasoning (making predictions and justifying
arguments)
Problem formulation and problem solving
Exercising (comparison and execution of
procedures and algorithms)
Following guidelines set by the Ministry of
National Education of Colombia
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

9. EC-TEL 2015, Toledo
Results (I)
Pre-test. Mean and deviation for control (left) and experimental
(right) groups.
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

10. EC-TEL 2015, Toledo
Results (II)
Post-test. Mean and deviation for control (left) and experimental
(right) groups.
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

11. EC-TEL 2015, Toledo
Results (and III)
Post-test comparison. Means obtained for the control and
experimental groups by mathematical process.
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

12. EC-TEL 2015, Toledo
Conclusions
The development of CT using Scratch allows students of
primary education to improve their performance in terms of
mathematical processes of modeling, reasoning, problem
solving and exercising.
(At least some parts of) the math curriculum in Colombian
schools does not help in developing these skills.
Math learning at schools seems to be more focused on the
internals of mathematics, rather than on acquiring skills to
use math-based knowledge.
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

13. EC-TEL 2015, Toledo
Future Work
1 Does computer programming foster reading and writing skills?
2 Programming with Scratch as an educational tool in different
subjects (social studies, language arts) and grades.
3 OK, but do the students really learn to code and develop
computational thinking?
Background picture: Simon Cunningham
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

14. EC-TEL 2015, Toledo
Future Work
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch

15. EC-TEL 2015, Toledo
Developing Mathematical Thinking with Scratch
An Experiment with 6th Grade Students
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa,
Gregorio Robles
jesus.moreno@programamos.es, grex@gsyc.urjc.es
GSyC/Libresoft, Universidad Rey Juan Carlos
EC-TEL 2015, Toledo
Luis Alberto Calao, Jes´us Moreno Le´on, Heidy Ester Correa, Gregorio RoblesDeveloping Mathematical Thinking with Scratch