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Developing Mathematical Thinking with Scratch: An Experiment with 6th Grade Students

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Developing Mathematical Thinking with Scratch: An Experiment with 6th Grade Students. Presented at EC-TEL 2015, Toledo, Spain. 2015-09-16.

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Developing Mathematical Thinking with Scratch: An Experiment with 6th Grade Students

  1. 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. 2. EC-TEL 2015, Toledo (cc) 2015 Gregorio Robles and Jes´us Moreno Le´on Some rights reserved. This work licensed under Creative Commons Attribution-ShareAlike License. To view a copy of full license, see http://creativecommons.org/licenses/by-sa/3.0/ or write to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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